THE ROLE OF SELF-REGULATION, CURRICULUM IMPLEMENTATION, AND ACADEMIC PROCRASTINATION OF STUDENTSIN EDUCATIONAL ADMINISTRATIONABSTRACT

Abstract

This research aims to examine the role of self-regulation in connecting the implementation of the curriculum in universities with the tendency of academic procrastination of students in the Education Administration Study Program. This research uses a qualitative approach with a qualitative descriptive design to gain a deep understanding of the learning experience of students in the context of curriculum implementation. The research subjects are students who are selected through the purposive sampling technique based on active involvement in the learning process and the fulfillment of the core courses of the study program. Data was collected through semi-structured in-depth interviews to explore students' experiences related to learning management, self-regulation skills, and academic procrastination behavior. Data analysis is carried out through the stages of data reduction, data presentation, and systematic drawing conclusions, by maintaining data validity through member check techniques. The research results show that the implementation of a curriculum that demands independent learning, time management, and academic responsibility plays an important role in shaping the self-regulation ability of students. Students with good self-regulation tend to be able to manage academic demands effectively so that the tendency of academic procrastination can be minimized. This research confirms that self-regulation is a key factor that mediates the relationship between curriculum implementation and student academic procrastination and has important implications for the development of learning strategies in universities.