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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, the State University of Jakarta with 341 respondents from various departments. The method used was 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 is at 0.645 and the correlation between emotional regulation with self-directed learning is at 0.551. Based on these findings, the intervention variable information literacy, emotional regulation and selfdirected learning can reduce procrastination behavior problems of students of vocational teacher education. Keywords— Contextual Learning, Improve skills

proceedings of the 1st international conference on education innovation (icei 2017)

The Effectiveness of Natural Science Learning Based on Contextual Teaching and Learning in Improving The Critical Thinking Skills of Elementary School Students