Determinant Factors of Student Procrastination Behavior of Technical and Vocational Teacher Education

Teachers are required to have a good ability to manage tasks. Teacher education must develop the ability to manage tasks on the students themselves. Procrastination is a problematic behavior undertaken by students of vocational teacher education. This study aims to measure the contribution of information literacy, emotional regulation and self-directed learning on the behavior of procrastination. Research conducted in December 2016 at the Faculty of Engineering, State University of Jakarta with 341 respondents from various departments. The method used quantitative descriptive survey approach. The research found that: (1) the correlation coefficient between the information literacy with procrastination behavior is -0.192 (negative correlation); (2) the correlation coefficient between emotional regulation with procrastination behavior is -0.192 (negative correlation); and (3) the correlation coefficient between self-directed learning with procrastination behavior is -0.279 (negative correlation). The correlation between the information literacy with self-directed learning at 0.645 and the correlation between emotional regulation with self-directed learning at 0.551. Variable information literacy contributes to procrastination behavior 4%. Variable emotional regulation contributes to procrastination behavior 4%. Variable self-directed learning contributes to procrastination behavior by 8%. Based on these findings, the intervention variable information literacy, emotional regulation and self-directed learning can reduce procrastination behavior problems in students of vocational teacher education. So as to suppress the behavior of procrastination, college LPTK need to develop a program to improve information literacy, emotional regulation and self-directed learning in students.