THE PHENOMENON OF ACADEMIC PROCRASTINATION AMONG UNIVERSITY STUDENTS PARTICIPATING IN STUDENT ACTIVITY UNIT (UKM) ORGANIZATIONS AT THE FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS PANCASAKTI TEGAL

Abstract

Students are individuals who pursue higher education and have a role as agents of change who are expected to contribute to society through knowledge and personal competencies. Students are expected not only to achieve academically but also to participate in student organizations as a means of developing leadership, communication, teamwork, and social skills. However, intensive organizational activities may affect students’ ability to manage time and potentially lead to academic procrastination. This study aims to describe the factors underlying academic procrastination among students participating in Student Activity Unit (UKM) activities, their time management in balancing organizational and academic activities, and the efforts undertaken to overcome procrastination. This study employed a qualitative approach with a case study design. The subjects were two active students participating in UKM Mapakti at the Faculty of Teacher Training and Education, Universitas Pancasakti Tegal, selected through purposive sampling. Data were collected through interviews, observation, and documentation. Data analysis used the interactive model of Miles and Huberman, while data validity was ensured through source and technique triangulation. The findings indicate that academic procrastination was influenced by time-management ability, priority setting, organizational adaptation, activity intensity, organizational responsibilities, and conflicts between organizational and academic schedules. The participants did not show high levels of academic procrastination because they were able to manage their time and responsibilities. They prevented procrastination by setting priorities, completing assignments according to deadlines, and utilizing organizational support, including academic dispensations when organizational activities conflicted with academic obligations. The study concludes that participation in student organizations does not automatically cause academic procrastination. Time management, priority setting, organizational adaptation, and adequate support play important roles in balancing academic and organizational responsibilities.