Self-Regulated Learning and Time Discipline in Increasing Student Thesis Completion Productivity

Sindegi Afsana Oktaviani Ramadhan; Al Fajar; Erpin Wahyudin; Surawan  Surawan

doi:10.55606/ijel.v5i1.349

Authors

Sindegi Afsana Oktaviani Ramadhan Universitas Islam Negeri Palangka Raya
Al Fajar Universitas Islam Negeri Palangka Raya
Erpin Wahyudin Universitas Islam Negeri Palangka Raya
Surawan Surawan Universitas Islam Negeri Palangka Raya

DOI:

https://doi.org/10.55606/ijel.v5i1.349

Keywords:

Higher Education, Self-Regulated Learning, Thesis Productivity, Time Discipline, Time Management

Abstract

Low student thesis completion productivity is a challenge in higher education, particularly at UIN Palangka Raya. Thesis writing requires self-regulation skills and time discipline to enable students to complete their final assignments effectively and on time. This study aims to analyze the role of self-regulated learning and time discipline in improving the thesis completion productivity of final-year students. The study used a qualitative approach with a case study design of five final-year students who were in the process of completing or had completed their theses. Data collection techniques included in-depth interviews, limited observation, and documentation. The data were then analyzed using the Miles and Huberman interactive model through the stages of data reduction, data presentation, and conclusion drawing. The results indicate that self-regulated learning plays a role in helping students plan goals, control motivation and emotions, and conduct consistent self-evaluation. Time discipline has been proven effective in reducing procrastination through the implementation of daily schedules, prioritization, and distraction management. Therefore, the integration of self-regulated learning and time discipline is an important strategy in increasing the thesis completion productivity of students and supporting sustainable academic success.

References

Achmad, N., & Dewi, D. K. (2022). The relationship between the intensity of social media use and academic procrastination in students completing their thesis. Journal of Psychological Research, 7(9), 98–99.

Al-Arief, E. Y. A. (2025). Managing academic stress through coping strategies in students writing theses. Journal of Education and Multidisci-plinary Studies, 1(1), 53–54.

Bandura, A. (2021). Self-efficacy: The exercise of control. Freeman.

Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54(2), 199–231. https://doi.org/10.1111/j.1464-0597.2005.00205.x

Budiani, A. H., Pandjaitan, L. N., & Kartika, A. (2023). Self-regulated learning module to overcome academic procrastination in students working on their final assignments. Scientific Journal of Psychology, 14(2), 90–110.

Deasyanti, & Armeini, A. R. (2023). Self-regulated learning in students of the Faculty of Education, Jakarta State University. Perspectives of Educational Sciences, 16(8), 13–21. https://doi.org/10.21009/PIP.162.2

Harjoni, H., Alimuddin, A., & Asiah, N. (2024). Self-regulated learning on procrastination in completing final studies. Journal of Education Research, 5(1), 975–983. https://doi.org/10.37985/jer.v5i1.951

Imani, Z. S., Pamungkas, A. F. A., & Jamaluddin, M. (2024). The effectiveness of the to-do list technique on time management of psychology students at UIN Malang in studying. Journal of Psychology, 1(4), 1–9. https://doi.org/10.47134/pjp.v1i4.3136

Istiqama, N., Musawwir, & Nurhikmah. (2023). An overview of self-regulated learning in students of the Faculty of Psychology, Bosowa University. Journal of Character Psychology, 3(2), 570. https://doi.org/10.56326/jpk.v3i2.2343

Kholiza, H. N., & Abdillah, R. (2025). The effect of self-regulated learning on procrastination in students writing their theses. Tambusai Education Journal, 9(2), 26061.

Latipah, E. (2021). Self-regulated learning strategies and learning achievement: A meta-analysis study. Journal of Psychology, 37(1), 113–114.

Luthfi’ah, A. D., Aisyah, J. N., Fauziah, I. N., & Budiani, M. S. (2025). Self-regulated learning strategies and their contribution to academic achievement of vocational high school students. Cognicia, 13(1), 7–15. https://doi.org/10.22219/cognicia.v13i1.388

Mulyani, M. D. (2023). The relationship between time management and self-regulated learning in students. Educational Psychology Journal, 2(1), 47.

Pintrich, P. R. (2022). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3

Safitri, R. S., Hareni, V., Octarisa, N. S., & Sovitriana, R. (2025). The influence of self-regulation and social support on academic procrastination among students. Journal of Education and Learning, 3(2), 64–72. https://doi.org/10.61994/educate.v3i2.1127

Santrock, J. W. (2019). Educational psychology. McGraw-Hill.

Schunk, D. H. (2022). Learning theories: An educational perspective. Pearson.

Sidiq, N. A., & Magistarina, E. (2024). The relationship between self-regulated learning and academic procrastination in students writing their theses at Padang State University. Edusociata: Journal of Sociology Education, 7(1), 157.

Simaremare, E. Y., Sandayanti, V., & Silvia, E. (2021). The relationship between time management and self-regulation in learning among students of the Faculty of Medicine, Malahayati University. Jurnal Consilia, 3(2), 136–145. https://doi.org/10.33369/consilia.3.2.136-145

Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65

Stefany, C., Dewi, A. P., & Dewi, Y. I. (2022). The relationship between peer and family social support and the motivation of final year students in writing their theses. Journal of Nursing Science, 9(2), 50–52.

Wahidah, A. Z., & Khoirunnis, R. N. (2025). The relationship between time management and academic procrastination in students who use the TikTok application. Journal of Psychological Research, 12(2), 676.

Wulandari, J., Malisi, M. A. S., & Surawan. (2025). Self-regulated learning as a solution for married students in completing their final as-signments at UIN Palangka Raya. Journal of Religious Studies, 8(4), 216–217. https://doi.org/10.37329/kamaya.v8i4.5016

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909