Dahlia Novarianing Asri^1,, Punaji Setyosari¹, Imanuel Hitipeuw¹, Tutut Chusniyah¹

The objective of this study is to obtain conclusions concerning different levels of junior high school students’ academic procrastination in learning mathematics by applying a project-based learning strategy and a conventional learning strategy. The different levels of junior high school students’ academic procrastination depend on high or low self-regulated learning and the interaction effects of project-based learning strategies and self-regulated learning in accordance with academic procrastination of junior high school students in learning mathematics. Experimental research design was used in this quasi-experimental research, along with its cluster random sampling technique. The data collection instrument was self-regulated learning and academic procrastination scales. The data analysis techniques to test hypotheses was a two-way Anava track. The result shows (1) differences in the levels of academic procrastination in learning mathematics for junior high school students who got the project-based learning strategy and conventional learning strategy, (2) differences in the levels of academic procrastination for junior high school students who had low self-regulated learning, and (3) an interaction effect of project-based learning and self-regulated learning strategies on academic procrastination of junior high school students in learning mathematics.

project-based learning strategies, self-regulated learning, conventional learning strategy, academic procrastination, learning mathematics