DIGITAL LITERACY, SOCIAL MEDIA USAGE INTENSITY, AND ACADEMIC PROCRASTINATION AMONG VOCATIONAL STUDENTS

Abstract

This study aims to examine the influence of digital literacy and social media usage intensity on academic procrastination among students majoring in Office Management at SMKN 25 Jakarta. Adopting a quantitative research design, primary data were gathered via questionnaire instruments while secondary data were obtained through documentary sources. The research sample comprised 119 students, determined through proportionate stratified random sampling. All data were processed using SPSS version 27, incorporating descriptive statistics, classical assumption testing, multiple linear regression, and hypothesis examination. The results indicate that digital literacy exerts a positive and significant impact on academic procrastination, evidenced by a t-value of 6.021 surpassing the critical t-value of 1.980 at a 0.001 significance level. Correspondingly, social media usage intensity yielded a t-value of 9.480 at the same significance threshold, confirming its positive and significant effect. When assessed jointly, both independent variables accounted for 72.4% of the variance in academic procrastination, reflected by an R Square of 0.724. These findings suggest that heightened levels of digital literacy and social media engagement are associated with a greater propensity for academic task avoidance among students.