Abstract:
This study aims to develop a training module that is directed to be a solution to the problem of
procrastination in schools. The subjects in this study were junior high school students around the Banjarmasin
riverbank The module validity process uses content validity using Aiken-V validity and involves several expert
judgments. The data from the module test results were analyzed quantitatively by using a different test. The
measurement uses the academic procrastination scale. Based on the results of the expert judgment test on the
“dream and future” training module, it was found that V-count > V-table (V-table = 0.87). V-count, first session
0.875, second session 0.875, third session 0.875, and fourth session 0.9375. Based on this with the comparison of
the Aiken-V validity coefficient (V-table = 0.87), it can be concluded that every aspect of the session in the
training module is declared valid. The results of the "dream and future" training module test results obtained a
mean pre-test score of 87.50 and a mean post-test score of 78.50. This means that there is a decrease in students'
procrastination scores from pre-test to post-test. These results also show that there is a significant difference
between before being given training and after being given training using the "dream and future" module with a
probability value of 0.000 <0.05. These results indicate that the “dream and future” training module can be used
as an effort to reduce procrastination behavior in students.
