LAYANAN KONSELING KELOMPOK DENGAN TEKNIK SELF MANAGEMENT UNTUK MENGURANGI PERILAKU PROKRASTINASI AKADEMIK PESERTA DIDIK : SYSTEMATIC LITERATURE REVIEW

DESLIA, ITA ANDINI (2026) LAYANAN KONSELING KELOMPOK DENGAN TEKNIK SELF MANAGEMENT UNTUK MENGURANGI PERILAKU PROKRASTINASI AKADEMIK PESERTA DIDIK : SYSTEMATIC LITERATURE REVIEW. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Prokrastinasi akademik merupakan permasalahan yang sering dialami peserta didik dan berdampak negatif terhadap proses serta hasil belajar. Salah satu upaya yang dinilai efektif untuk mengatasi perilaku tersebut adalah melalui layanan konseling kelompok dengan teknik self-management. Penelitian ini bertujuan untuk mengkaji secara sistematis penerapan teknik self-management dalam layanan konseling kelompok serta efektivitasnya dalam mengurangi perilaku prokrastinasi akademik peserta didik. Metode yang digunakan adalah systematic literature review terhadap artikel-artikel ilmiah yang dipublikasikan pada rentang tahun 2020–2025. Penelusuran dilakukan melalui basis data Scopus, Web of Science (WOS), ERIC, Deminsions, Crossref, Google Scholar, dan SINTA Kemendikbud, dengan total 891 artikel pada tahap awal dan 20 artikel yang memenuhi kriteria inklusi untuk dianalisis lebih lanjut. Hasil kajian menunjukkan bahwa penerapan teknik self-management dalam konseling kelompok secara konsisten efektif menurunkan tingkat prokrastinasi akademik peserta didik. Teknik yang paling sering digunakan meliputi goal setting, self-monitoring, time management, stimulus control, self-instruction, dan self-reward, yang berkontribusi pada peningkatan regulasi diri, pengelolaan waktu, serta kesadaran perilaku belajar. Selain itu, faktor internal seperti self-efficacy, regulasi emosi, dan motivasi belajar berperan penting dalam keberhasilan intervensi. Dengan demikian, layanan konseling kelompok berbasis self-management dapat dijadikan sebagai alternatif intervensi yang efektif dan aplikatif dalam upaya mengurangi perilaku prokrastinasi akademik peserta didik. ABSTRACT Academic procrastination was a common problem experienced by students and negatively impacts the learning process and outcomes. One approach considered effective in addressing this behavior is through group counseling services with self-management techniques. This study aims to systematically examine the application of self-management techniques in group counseling services and their effectiveness in reducing students' academic procrastination. The method used was a systematic literature review of scientific articles published between 2020 and 2025. The search was conducted through Scopus, Web of Science (WOS), ERIC, Deminsions, Crossref, Google Scholar, and the Ministry of Education and Culture's SINTA databases, with a total of 891 articles initially collected and 20 articles meeting the inclusion criteria for further analysis. The study results indicate that the application of self-management techniques in group counseling is consistently effective in reducing students' levels of academic procrastination. The most frequently used techniques include goal setting, self-monitoring, time management, stimulus control, self-instruction, and self-reward, which contribute to improved self-regulation, time management, and awareness of learning behavior. Furthermore, internal factors such as self-efficacy, emotional regulation, and learning motivation play a crucial role in the success of interventions. Therefore, self-management-based group counseling services can be an effective and applicable alternative intervention to reduce academic procrastination among students.

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