Analisis Penyebab Prokrastinasi Akademik Siswa di Era Digital: Studi Kasus Kelas XII MAS Nurul Khair

Penelitian ini bertujuan untuk mengidentifikasi faktor-faktor yang dipersepsikan berkaitan dengan prokrastinasi akademik, strategi penanganan, serta peran guru dan persepsi guru dan siswa mengenai keterlibatan orang tua pada siswa kelas XII di era digital. Penelitian menggunakan pendekatan kualitatif dengan desain deskriptif kualitatif. Penelitian dilaksanakan di MAS Nurul Khair dengan informan yang terdiri atas kepala madrasah, tiga guru, dan tiga siswa. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa prokrastinasi akademik teridentifikasi berkaitan dengan kesulitan memulai tugas, pengelolaan waktu yang belum teratur, penggunaan smartphone untuk aktivitas nonakademik, serta pengaruh teman sebaya dan lingkungan belajar. Strategi penanganan yang dilaporkan diterapkan di madrasah meliputi pemberian motivasi, pendekatan personal, pengingat tugas dan tenggat waktu, pembimbingan manajemen waktu, serta pengawasan penggunaan smartphone. Guru berperan dalam memberikan bimbingan dan mengingatkan penyelesaian tugas, sedangkan keterlibatan orang tua dipahami berdasarkan persepsi dan pengalaman guru dan siswa karena orang tua tidak diwawancarai secara langsung. Temuan ini memberikan gambaran kontekstual mengenai keterkaitan faktor internal siswa, distraksi digital, dan dukungan lingkungan pendidikan dalam prokrastinasi akademik di MAS Nurul Khair, tanpa dimaksudkan untuk membuktikan hubungan sebab-akibat atau digeneralisasikan kepada seluruh siswa madrasah.

An Analysis of the Causes of Academic Procrastination Among Students in the Digital Era: A Case Study of Grade XII at MAS Nurul Khair

This study aims to identify factors perceived to be associated with academic procrastination, strategies for addressing it, and the role of teachers and teachers’ and students’ perceptions of parental involvement among Grade XII students in the digital era. The study employed a qualitative approach with a descriptive qualitative design and was conducted at MAS Nurul Khair. The informants consisted of the madrasah principal, three teachers, and three students. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing. The findings indicate that academic procrastination was associated with difficulties in initiating tasks, irregular time management, smartphone use for non-academic activities, peer influence, and the learning environment. The strategies reported as being implemented at the madrasah included providing motivation, personal approaches, reminders about assignments and deadlines, time-management guidance, and monitoring smartphone use. Teachers contributed by providing guidance and reminding students to complete their assignments, while parental involvement was understood through teachers’ and students’ perceptions and experiences, as parents were not interviewed directly. These findings provide a contextual understanding of the associations among students’ internal factors, digital distractions, and educational support in relation to academic procrastination at MAS Nurul Khair. They are not intended to establish causal relationships or to be generalized to all madrasah students.