Abstract
The objective of this study was to determine the effectiveness of group counsel-ing with the Gestalt approach to diminish academic procrastination behavior in high school students. This research is experimental research with a posttest only control group design. The study population was students in four high schools that were indicated to have high academic procrastination behavior. A total of 61 students who were identified as having high academic procrastination behavior were directly made into sample members. Samples from each school were ran-domly divided as an experiment group and a control group at each school. Aca-demic procrastination behavior data before and after treatment were analyzed us-ing the Academic Procrastination Behavior Measurement Instrument, while the hypothesis was tested using a t-test. The result shows that group counseling with the Gestalt approach was effective in overcoming the academic procrastination behavior of high school students.
Highlights
Academic procrastination was the behavior of avoiding academic assignments that cause students to experience academic failure, academic unhappiness, and stress [1]
The results show that the average pretest score of the academic procrastination behavior of the experiment group and the control group are relatively similar in the high iJET ‒ Vol 15, No 14, 2020
The decreasing score in the experiment group indicates that the treatment using group counseling training with the Gestalt approach is effective to reduce the academic procrastination behavior
Summary
Academic procrastination was the behavior of avoiding academic assignments that cause students to experience academic failure, academic unhappiness, and stress [1]. Academic procrastination was done by students in junior high school [3], vocational high school [4], and college [5] which was considered as a form of specific self-regulation failure [6]. Academic procrastination behavior was stimulated by other factors. This problem occurred as a result of modern life filled with temptations, noise, television interference, cellphone interference, peer interference, videogame interference, etc. The behavior could occur because of imitating the behavior of others [2], for instance, when a student knew other students did not do academic assignments yet, the student would do the same thing. It was concluded that maturity, school term, time schedule, procrastination intensiveness, self-concept, and self-efficacy impacted academic procrastination [8]
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