The Effect of Self-Efficacy and Academic Procrastination on Students' Learning Outcomes in Thermochemistry

Authors

  • Aprillia Khoirunisa Department of Chemistry Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung, Jl. Mayor Sujadi No. 46, Tulungagung, East Java, Indonesia
  • Ali Amirul Mu'minin Department of Chemistry Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung, Jl. Mayor Sujadi No. 46, Tulungagung, East Java, Indonesia

DOI:

https://doi.org/10.33394/hjkk.v14i5.22543

Keywords:

Self-Efficacy, Academic Procrastination, Learning Outcomes, Thermochemistry

Abstract

The Merdeka Curriculum requires students to learn independently, yet not all students possess adequate psychological readiness. Self-efficacy and academic procrastination are factors that are assumed to be associated with learning outcomes, especially in thermochemistry, which is considered a difficult topic due to its complex and interconnected concepts. This study aimed to determine the relationship between self-efficacy and thermochemistry learning outcomes, the relationship between academic procrastination and thermochemistry learning outcomes, and the simultaneous relationship of self-efficacy and academic procrastination with thermochemistry learning outcomes. This study employed a non-experimental quantitative approach with a correlational research design. The sample consisted of 71 eleventh-grade students at SMAN 1 Boyolangu selected through purposive sampling, after 9 of the initial 80 students were excluded because absence during one of the data collection sessions. Data were collected using self-efficacy and academic procrastination questionnaires, as well as learning outcome tests in the form of multiple-choice and essay questions. The data were analyzed using multiple linear regression. The results showed that self-efficacy was significantly related to thermochemistry learning outcomes with a t-value of 3.900 > 1.995 and p < 0.001. Academic procrastination was not significantly related to thermochemistry learning outcomes with a t-value of -1.641 (|t| < 1.995) and p = 0.105 > 0.05. Simultaneously, self-efficacy and academic procrastination were significantly related to thermochemistry learning outcomes with an F-value of 9.839 > 3.132 and p < 0.001, and together explained 22.4% of the variance in learning outcomes.

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Published

2026-11-12

How to Cite

Khoirunisa, A., & Mu'minin, A. A. (2026). The Effect of Self-Efficacy and Academic Procrastination on Students’ Learning Outcomes in Thermochemistry. Hydrogen: Jurnal Kependidikan Kimia, 14(5). https://doi.org/10.33394/hjkk.v14i5.22543

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Vol. 14 No. 5 (2026): October 2026

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