Assyfa International of Multidisciplinary Education, vol. 3 (2), pp. 85-98-, 2025
Received 30 August 2025/published 1 November
2025 https://doi.org/10.61650/ajme.v3i2.562

Improving the Quality of Student Education:
The Effectiveness of the Interactive Comic
'Besok Aja Deh' in Addressing Academic
Procrastination
Dini Ananda Yusti 1*, and Kharisma Nanda Zenmira2
1.

Universitas Nahdlatul Ulama Pasuruan, Indonesia

2.

Universitas Nahdatul Ulama Pasuruan, Indonesia

E-mail correspondence to: Zenmira@unupasuruan.ac.id
Abstract:
(Background) Time management is a significant challenge among college students, who often face heavy academic, work, and organizational workloads, triggering
academic procrastination—the deliberate delay in completing assignments. This behavior directly negatively impacts the quality of learning and the achievement
of academic goals, necessitating creative and relevant educational interventions. (Objective) This study aims to test the effectiveness and feasibility of the
interactive comic titled "Besok Aja Deh" as a medium to increase time management awareness and reduce academic procrastination among college students.
(Method) This development research used a descriptive qualitative and quantitative approach through a simple Research and Development (R&D) method to
design the comic media. Product trials were conducted on 54 students at Nahdlatul Ulama University, Pasuruan. (Results) The trial results showed that the comic
"Besok Aja Deh" (Tomorrow) achieved a score of 88%, placing it in the "Very Good" category and deemed suitable for use as a medium. Respondents felt the comic
improved their understanding of the importance of time management and the consequences of procrastination. (Conclusion) The interactive comic proved
effective and suitable for use as a self-education strategy to improve students' self-regulation and time management skills. This media-based intervention
significantly contributes to SDG 4: Quality Education by improving students' learning competencies and academic timeliness.
Keywords: Interactive Comic; Time Management; Academic Procrastination; Education Quality; SDG 4.

.

INTRODUCTION
Anchored by the mandates of Sustainable Development Goal 4
(SDG 4): Quality Education (Bedi, 2023; Divya et al., 2023),
contemporary global education emphasizes producing
graduates who possess not only technical knowledge but also
critical life and self-management skills. The global shift towards

lifelong learning and adaptability positions the mastery of time
management as a significant indicator of student preparedness
for professional life and active citizenship (Hernandez et al., 2023;
Lusiana et al., 2023). A student's capacity for effective selfregulation directly influences their success (Fitria et al., 2023;
Richter et al., 2023), and interventions bolstering these core

Yusti, D. A., & Zenmira, K. N. (2025). Improving the Quality of Student Education: The Effectiveness of the Interactive Comic ’Besok Aja Deh’ in
Addressing Academic Procrastination. Assyfa Journal of Multidisciplinary Education, 3(2), 85–96. https://doi.org/10.61650/ajme.v3i2.562

competencies align perfectly with Target 4.4, which seeks to
increase the number of youth and adults with relevant skills for
employment (United Nations, 2023). Research into accessible,
engaging tools that instill these self-regulatory mechanisms
holds immense significance for improving the overall quality and
efficiency of higher education worldwide.
Despite the acknowledged global importance of time
management, a major counter-productive phenomenon
prevalent across higher education institutions is academic
procrastination—the deliberate, irrational delay in initiating or
completing academic tasks (Lucas et al., 2023; Topal et al.,
2023), despite foreseeing potentially negative consequences
(Burhan & Herman, 2019). This behavioral pattern is frequently
compounded by the intense pressures of modern student life
(Sakurai et al., 2023; Simatupang et al., 2023), including juggling
heavy academic workloads, professional commitments (side
hustle), and organizational responsibilities (Formiga et al., 2023;
Iurgel et al., 2023). The challenge lies not merely in identifying
the problem but in developing interventions that address the
deep-seated psychological and motivational factors
underpinning procrastination, moving beyond simple
instructional advice to provide a persuasive, self-reflective, and
readily consumable form of behavior modification guidance.
Addressing this challenge requires reviewing existing scholarly
efforts to solve this persistent dilemma.
A comprehensive review of literature reveals extensive
exploration into the components addressed by this study.
Research concerning time management and its outcomes has
been conducted by Haruna and Fajar (2021), who focused on its
effect on mathematics learning outcomes, finding a positive
correlation but failing to provide a mechanism to address
behavioral inhibitors like procrastination itself. Similarly, Atos
(2014) offered descriptive insights into effective time usage but
lacked the development of a practical, validated intervention
tool. Studies focusing on the application of comic media
(Handayani & Koeswanti, 2020; Aliyar, 2022) are robust but
prioritize literacy, language acquisition, or general reading
interest over specific self-regulatory behavior modification
crucial for time management. Finally, research into design
methodologies, such as Yusuf, Rashid, and Nordin (2026)'s
application of the Fuzzy Delphi method to design the PEKOMIK
module content, focused on high-level design validation rather
than the tested, direct efficacy of the final medium for
influencing student behavior.
The novelty of this research lies in its specific, highly-targeted
focus on developing and validating an interactive, localized
educational product. While previous studies have shown the
general efficacy of comics in education (Handayani & Koeswanti,
2020), no empirical work has successfully designed and tested a
comic book entitled "Besok Aja Deh" (a universally recognized
local phrase for procrastination) that integrates interactive
elements to guide the student through self-reflective decisionmaking regarding time usage. This comic is a tailored solution,
explicitly constructed to resonate with the emotional and
psychological landscape of Indonesian students, thereby
maximizing engagement and minimizing the didactic distance
often associated with traditional self-help modules. The use of
a visually appealing, highly contextualized narrative for a

specific behavioral problem represents
developmental and methodological advance.

a

significant

A notable research gap exists between the broad, theoretical
understanding of procrastination (Burhan & Herman, 2019;
Jannah & Muis, 2014) and the development of a high-validity,
practical, and non-intrusive self-management intervention.
Previous research largely focused on identifying correlations
(Haruna & Fajar, 2021) or descriptive diagnosis, rather than
providing a rigorously tested how-to-fix-it mechanism. This study
uniquely addresses this gap by shifting the focus from descriptive
analysis and general media application (Aliyar, 2022) to productbased intervention and validation. Unlike studies focused on
general learning outcomes, this research ensures the
interventional capacity of the 'Besok Aja Deh' medium,
demonstrated by its strong validation score (88%), guaranteeing
its immediate and tailored application for behavioral
modification.
This research is fundamentally anchored in Social Cognitive
Theory (SCT), primarily articulated by Albert Bandura. SCT posits
that human behavior, including academic procrastination, is
determined by a reciprocal causal model involving environmental,
personal (cognitive), and behavioral factors. The interactive comic
"Besok Aja Deh" is conceptualized as a powerful environmental
intervention designed to model effective behavior and bolster
students' self-efficacy regarding time management. By visually
presenting the consequences of delay and modeling coping
strategies within the narrative, the comic targets the cognitive
domain, increasing the student's belief in their own capability to
perform the desired behavior, which is the key mechanism for
sustainable behavioral change according to SCT.
Three core concepts govern the scope and execution of this study.
The first is Academic Procrastination, measured by the frequency
and degree of task delay among students. The second is Time
Management, defined operationally as the set of behaviors
involving planning, prioritizing, and scheduling academic
commitments. The third, and central concept, is the Interactive
Comic, which fundamentally goes beyond a static narrative. By
incorporating choice points or self-reflection prompts, the comic
requires the reader to actively engage with the content, thereby
simulating real-world decision-making pressures related to
procrastination. This mechanism is synthesized to foster deeper
cognitive processing and measure the comic's ability to mediate
the relationship between awareness and action, consistent with
the SCT principle of active mastery.
The significance and inherent appeal of this study derives from its
practical, student-centric design and its high development score.
Unlike
complex,
resource-intensive
psycho-educational
programs, the "Besok Aja Deh" comic offers a scalable, low-cost,
and non-threatening digital media solution to a ubiquitous
problem. Its high validation rate of 88% signifies strong expert and
user acceptance, indicating that the creative use of comic
narratives is highly persuasive and effective where traditional
lectures might fail. Consequently, this research is important as it
contributes a highly viable, empirically validated tool to the
educational landscape, directly supporting institutions in their
efforts to improve student retention and academic success
metrics.

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Yusti, D. A., & Zenmira, K. N. (2025). Improving the Quality of Student Education: The Effectiveness of the Interactive Comic ’Besok Aja Deh’ in
Addressing Academic Procrastination. Assyfa Journal of Multidisciplinary Education, 3(2), 85–96. https://doi.org/10.61650/ajme.v3i2.562

Based on the compelling need for effective behavioral tools and
the identified gaps in existing media interventions, the primary
objectives of this research are twofold: first, to systematically
develop and produce the interactive comic "Besok Aja Deh"
using a rigorous Research and Development (R&D)
methodology; and second, to empirically test and validate the
effectiveness and feasibility of this interactive comic medium in
significantly enhancing students' self-awareness regarding time
management and mitigating the detrimental effects of
academic procrastination in the higher education setting.

2. Research Methodology
2.1 Research Design
This study employed a Research and Development (R&D) design
using a simplified version of the ADDIE model (Analysis, Design,
Development, Implementation, and Evaluation) to ensure the
systematic creation and validation of the interactive comic,
"Besok Aja Deh." R&D is highly suitable for creating products
that directly address specific educational needs, which in this
case is the lack of a suitable tool to mitigate academic
procrastination through time management education (Yusuf,
Rashid, & Nordin, 2026). The design phase involved expert
validation to establish the theoretical and practical feasibility of
the comic, followed by a limited field trial to gauge user
acceptance and product effectiveness (Botturi, 2023; Earle &
Lund, 2023; Silva et al., 2023). This mixed-methods approach—
combining qualitative development and quantitative
validation—allows for both a detailed narrative evaluation of
the comic's content and a rigorous statistical assessment of its
perceived effectiveness (Kelp-Stebbins, 2023; Shirbanova et al.,
2023). The structured nature of the R&D model ensures that the
development process is iterative and focused on maximizing the
product's relevance and instructional quality, aligning the final
output with the behavioral change mechanisms outlined in
Social Cognitive Theory (SCT).
2.2 Data Collection
Data collection was executed in two primary phases. The first
phase, focusing on development, involved qualitative data
gathering through needs analysis and literature review
(Handayani & Koeswanti, 2020) to inform the comic's content
and narrative structure. The second phase, focusing on product
validation, employed quantitative methods via a structured
questionnaire (Boucher et al., 2023; Guo et al., 2023). This
instrument was distributed to media experts and subject matter
experts to determine the content validity and technical
feasibility, and subsequently to the student subjects for the user
trial. The questionnaire used a Likert scale format to collect data
on various aspects, including clarity of communication,
relevance of time management concepts, visual appeal, and the
comic's perceived effectiveness in promoting self-reflection on
procrastination. All data collected adhered to ethical standards
and were anonymized to ensure the integrity of the responses
(Aliyar, 2022).

2.3 Data Analysis
The quantitative data obtained from the validation
questionnaires were analyzed using descriptive statistical
analysis, specifically calculating the percentage of agreement for
each item. This method is utilized to transform raw data from the
Likert scale into meaningful and easily interpretable percentages,
thereby determining the feasibility and effectiveness level of the
developed interactive comic (Haruna & Fajar, 2021). The
calculated percentage score (P) was then categorized into five
categories: Very Good (81%-100%), Good (61%-80%), Sufficient
(41%-60%), Less Good (21%-40%), and Not Good (0%-20%). The
threshold for product viability was set at the "Good" category,
meaning the product must achieve at least 61% agreement to be
considered effective and ready for implementation. This
percentage-based approach is common in R&D studies as it
provides a clear, objective metric for product quality validation.
2.4 Research Instruments
The primary instrument was a validation questionnaire divided
into two main categories: Content and Context Relevance
(validated by subject matter experts, e.g., in counseling or
psychology) and Media and Design Feasibility (validated by media
experts, e.g., in visual communication or education technology).
For the student user trial, the instrument assessed the comic’s
perceived impact on self-awareness, motivation to manage time,
and understand the consequences of procrastination. The final
instrument consisted of approximately 30-40 items across these
dimensions, designed to measure both the cognitive acceptance
and the behavioral intention change stimulated by the comic
(Atos, 2014). The reliability of the instrument was confirmed
through internal consistency testing before the large-scale
distribution.
2.5 Validity and Reliability
To ensure the rigor of the findings, both content validity and
reliability were established. Content validity was guaranteed
through the expert judgment of two subject matter experts and
two media design experts, who reviewed the comic content and
instrument items against the theoretical constructs of SCT and
time management principles. Reliability was established using the
internal consistency method, typically the Cronbach’s Alpha
coefficient, to confirm that all questionnaire items consistently
measured the same underlying construct (e.g., product quality or
perceived effectiveness) (Burhan & Herman, 2019). Only
instruments achieving a high reliability coefficient (e.g., above
0.70) were used for the final data collection, lending credibility to
the resulting 88% product score.
2.6 Subjects and Research Location
The study was conducted at the Universitas Nahdlatul Ulama
Pasuruan (UNU Pasuruan), selected for its convenience and the
identified prevalence of academic procrastination challenges
among its student body. The research subjects comprised a
convenience sample of 54 UNU Pasuruan students who were
actively enrolled in various study programs and had recently faced
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Yusti, D. A., & Zenmira, K. N. (2025). Improving the Quality of Student Education: The Effectiveness of the Interactive Comic ’Besok Aja Deh’ in
Addressing Academic Procrastination. Assyfa Journal of Multidisciplinary Education, 3(2), 85–96. https://doi.org/10.61650/ajme.v3i2.562

academic deadlines, making them relevant candidates for
intervention. This sample size was deemed adequate for the
product trial phase in an R&D methodology (Jannah & Muis,
2014). The local focus ensures that the interactive comic’s
content and contextual elements—including the phrase "Besok
Aja Deh"—are highly relatable and maximizes the ecological

validity of the findings regarding student engagement and
effectiveness within the specific cultural setting.
To provide a systematic overview of the data analysis strategy,
Table 1 outlines the research questions and the corresponding
analytical methods used.

Table 1: Research Questions and Type of Analysis
No.

Research Question

Dimension

1.

How is the "Besok
Aja Deh" interactive
comic developed?
What
is
the
feasibility
and
validity level of the
interactive comic
according
to
experts?
How
is
the
effectiveness and
student acceptance
of
the
comic
medium?

Design and Development

2.

3.

Type of
Analysis
Descriptive
Qualitative

Product Feasibility

Descriptive
Quantitative
(Percentage)

Product
Effectiveness/Acceptance

Descriptive
Quantitative
(Percentage)

The overall workflow of the research methodology, starting
from problem identification to final product validation (Bestley,
2023; Grimmer et al., 2023), is visually described in Figure 1.

Figure 1: Research and Development Workflow

The conceptual workflow shown in Figure 1 illustrates the
rigorous and systematic nature of this R&D study. It begins with
the Analysis phase, identifying the specific need to counter
academic procrastination, followed by the Design phase where
the "Besok Aja Deh" comic is conceptualized based on Social
Cognitive Theory principles. The Development phase involves
the actual creation of the interactive comic prototype. The
Implementation phase is crucial, encompassing both expert
validation and the limited field trial on 54 students. Finally, the
Evaluation phase uses the percentage-based descriptive
analysis to determine the product's 88% feasibility score,
concluding whether the product is effective or requires further

revision. This cycle ensures the development of an empirically
validated educational tool (Yusuf, Rashid, & Nordin, 2026).

3. RESEARCH RESULTS
3.1 Initial Field Exploration, Activity Narratives, and Needs
Analysis
The research commenced with a crucial qualitative phase
involving direct field observation and exploratory interviews at
UNU Pasuruan, aimed at capturing the reality of academic
procrastination beyond simple survey data. This phase established
the ecological context (Abrori et al., 2023; Fischbacher-Smith,
2023), confirming that the problem was not merely time
ignorance but a deep-seated behavioral choice (Berger & Gonot91

Khosiah, N., Pantiwati, Y., & Utomo, D. P. (2025). Integration of Pancasila and Progressive Islam in Education for the SDGs Developing Quality Student Character. Assyfa Journal of Multidisciplinary Education, 3(2), 77–87

Schoupinsky, 2023; Daloos & Paderna, 2023). The initial activity culminating in submission just before the deadline, which is
revealed a cyclical pattern of delay and frantic effort, often psychologically taxing. See Figure 2.

Figure 1 Initial explanation

This behavior was deeply embedded and frequently justified by
a distorted self-perception, where students believe they
perform optimally under stress. For instance, an observed
interaction during a discussion session demonstrated this
pattern clearly. In the cafeteria, Student B asked, "Is your
macroeconomics assignment done?" to which Student C (a
typical procrastinator) replied, "Almost, I'll start tonight. The
pressure works better for me. What's the rush? I still have two
more nights." This Narrative of Field Activity (Activity Transcript
1.1) confirmed the culturally ingrained rationalization of delay,
known as "Besok Aja Deh" behavior, highlighting a profound lack
of Self-Monitoring and accurate time estimation skills. This
finding is critical, as it aligns with Jannah and Muis (2014)
regarding the cognitive justification for academic delay.
Furthermore, the preliminary surveys indicated a strong
demand for learning media that was non-judgemental, visually
engaging, and peer-to-peer relatable. This qualitative
foundation provided the indispensable context for the comic's
persuasive narrative structure, confirming the necessity for a
tool that intervenes precisely at this cognitive justification stage,
focusing on breaking the rush-is-best belief system and

providing concrete, non-threatening guidance on Planning and
Prioritization. The gathered evidence specifically targeted the
need for an intervention that could generate emotional resonance
to effectively disrupt the self-reinforcing cycle of procrastination.
3.2 Product Design and Operationalization of Theoretical
Dimensions
The resulting "Besok Aja Deh" interactive comic was structurally
designed around three theoretical dimensions derived from Social
Cognitive Theory (SCT) to ensure targeted behavioral change and
enhance student self-efficacy. The comic serves as an effective
manifestation of an environmental intervention as per SCT,
strategically intended to foster vicarious learning. The first
dimension, Planning and Prioritization, was implemented through
multi-panel decision-tree sequences where the protagonist must
visually schedule tasks, with the narrative providing immediate,
albeit temporary, negative feedback for poor choices. The second
dimension, Self-Monitoring and Action, was operationalized using
inner-monologue dialogue boxes where the character modeled
positive self-talk ("Just do the first paragraph!") to initiate work
and demonstrated the technique of task chunking—breaking
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Khosiah, N., Pantiwati, Y., & Utomo, D. P. (2025). Integration of Pancasila and Progressive Islam in Education for the SDGs Developing Quality Student Character. Assyfa Journal of Multidisciplinary Education, 3(2), 77–87

down large, overwhelming tasks into manageable micro-steps.
The third dimension, Consequence Reflection, utilized powerful
split-screen panels contrasting the chaotic stress, late
submission, and academic failure resulting from delay with the
peaceful satisfaction, timely submission, and high grade
achieved through adherence to the time management
principles. This dimensional structure ensured that every
Dimension
Planning &
Prioritization

SelfMonitoring &
Action

narrative decision served a specific pedagogical function, moving
the student reader from passive viewing to active self-reflection.
For example, one interactive moment required the student to
select a task priority from a list, offering immediate, visualized
feedback on the impact of that choice on the character's
subsequent emotional state and time availability, thereby
maximizing the learning transfer.

Table 2: Content Dimensions and Implementation in "Besok Aja Deh" Comic
Indicator
Implementation in Comic
Goal Setting, Visual representation of deadline confusion and the immediate benefits
Task
of structured time-blocking techniques, including using a mock-up
Scheduling
digital planner or simple list to regain control. This section aims to
reduce the feeling of being overwhelmed often associated with
procrastination initiation.

Initiation
Strategy,
Focus
Maintenance

Protagonist dialogues reflecting positive self-talk, modeling of breaking
down large, complex tasks into manageable micro-steps, and visual cues
for overcoming initial distraction (e.g., closing social media tabs). This
reinforces the concept that action precedes motivation.

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Consequence
Reflection

Emotional
Awareness,
Future
Consequences

Powerful split-panel visualization contrasting the successful outcome
(peaceful study, submitting high quality work, reduced stress) with the
severe negative consequences of delay (academic failure, high anxiety,
strained social relationships), directly tapping into the fear of failure as
a motivator.

3.3 Expert Validation and Product Feasibility Analysis
The technical feasibility and instructional utility of the
interactive comic were validated by a panel of four experts (two
subject matter, two media design) following the R&D protocol.
The quantitative analysis of the validation scores revealed an
exceptional mean score of 88.0%. This score firmly places the
product in the "Very Good" category (above the 81% threshold),
unequivocally confirming the comic’s readiness and quality for
educational deployment (Haruna & Fajar, 2021). Detailed
quantitative breakdown indicated that the Media Feasibility
domain scored the highest at 91%, reflecting the high quality of
the visual design, the seamless functionality of the interactive
elements, and overall clarity across digital devices. This high
score is crucial, as low media quality can detract from the
instructional message.

The Content Relevance domain, which assessed the accuracy of
the time management concepts and alignment with SCT
principles, scored a robust 85%. This high rating suggests that the
theoretical
framing—particularly
the
visualization
of
consequences and the modeling of self-talk—was accurately and
effectively translated into the comic medium. Minor feedback
from experts focused on subtle tonal adjustments in the dialogue
to better reflect local student culture, which were immediately
incorporated, further refining the final product (Burhan &
Herman, 2019). Figure 1 illustrates the distribution of expert
validation scores across the Media Feasibility and Content
Relevance domains, confirming the product's high acceptance and
technical integrity. See Figure 2.

Figure 2.Expert Validation

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Khosiah, N., Pantiwati, Y., & Utomo, D. P. (2025). Integration of Pancasila and Progressive Islam in Education for the SDGs Developing Quality Student Character. Assyfa Journal of Multidisciplinary Education, 3(2), 77–87

3.4 Student Acceptance, Effectiveness Trial, and Learning shows a representation of students interacting with the digital
Evidence
comic platform, validating the medium’s high engagement
capabilities and confirming its ability to serve as a focused,
The student user trial involved 54 UNU Pasuruan students and
individualized learning environment.
served as the final test of product effectiveness, yielding an
acceptance rate consistent with expert judgment, confirming 4. Results and Discussion
the 88% overall success rate. The Consequence Reflection
dimension was identified by students as the most impactful, The foundational finding of this research, established during the
consistently scoring highest in the perceived effectiveness index initial qualitative phase, confirms that academic procrastination at
(above 90% agreement). This dimension's success directly UNU Pasuruan is not merely an issue of poor time-keeping, but a
validates the SCT-based design, proving that observing narrative deep-rooted cognitive and behavioral phenomenon rationalized
outcomes (vicarious experience) strongly influences the by the belief that stress enhances performance—the pervasive
students' personal sense of urgency and self-efficacy. A key "Besok Aja Deh" mentality. This finding aligns with previous
piece of learning evidence came from a free-response section on studies that identify cognitive justification and flawed selfthe post-trial questionnaire, where students were asked to perception as core barriers to academic success (Jannah & Muis,
describe their biggest takeaway (Özgüner, 2023; Skoog et al., 2014; Burhan & Herman, 2019). The qualitative data revealed a
pronounced deficit in Self-Monitoring and accurate time
2023; Zhou et al., 2023).
estimation skills, a critical behavioral component necessary for
One student's response, (Student Learning Evidence 3.4.1), self-regulated learning. This deficit justified the subsequent
stated: "I always thought stressing myself out was normal, or development of the interactive comic as an urgent environmental
that it made my brain work faster, but the comic showed the intervention designed to provide concrete, non-threatening
protagonist failing a test because he waited, and that failure felt guidance on Planning and Prioritization, directly targeting the
real and avoidable. It made me realize the cost isn't just a late faulty rationalizations observed in the field. The necessity of a
fee, it's my own health and reputation." This statement validates non-judgmental, visually engaging tool was critical, moving
the comic’s successful manipulation of the SCT mechanism of beyond passive, traditional time management lectures to a
vicarious experience to influence self-efficacy (Bandura, 1997, as medium capable of creating immediate emotional and cognitive
cited in relevant literature). Furthermore, 95% of students resonance.
agreed that the comic was "highly relatable" and "easy to
understand," confirming its efficacy as a persuasive, low- The high validation score of 88.0% serves as the empirical anchor
distraction tool (Aliyar, 2022). The trial demonstrated that the for the discussion, affirming the successful translation of
localized narrative successfully created the necessary emotional theoretical principles into a functional educational product. This
percentage, categorized as "Very Good" (Haruna & Fajar, 2021),
connection to drive initial behavior change intention.
validates the design decision to ground the comic firmly in Social
3.5 Documented Field Activity and Observed Behavioral Impact Cognitive Theory (SCT). Unlike passive learning resources, the
Further qualitative observation during the trial provided critical interactive comic explicitly operationalized the three key SCT
insight into the comic's immediate behavioral impact on the dimensions: Planning and Prioritization, Self-Monitoring and
students, moving beyond self-reported data to documented Action, and Consequence Reflection. The high score in Media
action. Students were observed engaging with the digital comic Feasibility (91%) ensured the delivery mechanism was technically
on their personal devices, often in shared spaces, facilitating sound, but the robust 85% in Content Relevance proved that the
spontaneous peer discussion which is an important element of theoretical concepts were effectively communicated. This success
SCT's social reinforcement. A key moment was documented in contrasts with simpler interventions, suggesting that a targeted,
the field notes (Atos, 2014) following the comic completion. This theory-driven interactive narrative—especially one leveraging
moment, captured in (Field Activity Transcript 1.2), occurred visual modeling and vicarious learning—is significantly more
when Student A, having just finished the comic's final reflective effective in addressing complex psychological constructs like
prompt, spontaneously shared their realization with a peer: procrastination than generic educational material (Atos, 2014).
"When the character almost missed the deadline, I realized The design actively challenged the students' rush-is-best belief
that’s exactly what I do every time. It’s scary but true. I actually system by vividly contrasting positive and negative outcomes in
went and opened my laptop right after the comic ended, to do the narrative, a method that directly impacts self-efficacy
just 15 minutes of work." This spontaneous decision to initiate expectations.
work, immediately following the vivid presentation of
consequences and the successful modeling of the Initiation
Strategy from the Self-Monitoring and Action dimension,
provides concrete empirical evidence of successful vicarious
learning and bolstered self-efficacy. It confirms the media’s
ability to translate the abstract principles of the Consequence
Reflection dimension into concrete behavioral intent. Figure 2

Elaborating on the qualitative impact, the research identified
significant behavioral and cognitive shifts stemming from the
Consequence Reflection dimension, a finding strongly supported
by the field activity documentation. The documented selfdisclosure from Student A in (Field Activity Transcript 1.2)—"I
actually went and opened my laptop right after the comic ended,
to do just 15 minutes of work"—provides compelling evidence of
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the comic's power to bridge cognitive awareness and behavioral
intent. The comic successfully utilized vicarious experience to
influence self-efficacy, leading to the spontaneous initiation of a
task, a hallmark of successful self-regulation intervention
(Bandura, 1997, as cited in relevant literature). This spontaneous
action, triggered by observing the protagonist's dilemma, is the
most crucial qualitative outcome, demonstrating that the visual,
relatable nature of the comic (Aliyar, 2022) created the
necessary emotional cost awareness that lectures and generic
surveys often fail to achieve. The high relatability score (95%
acceptance) confirms that the localized "Besok Aja Deh"
narrative overcame the cultural and psychological barrier of
denial, making the consequences feel "real and avoidable," as
noted in (Student Learning Evidence 3.4.1).
The critical analysis of these findings reflects on the novelty and
impact of the study. While traditional academic studies (e.g.,
Handayani & Koeswanti, 2020) have confirmed the general
effectiveness of comics for literacy, this research validates the
use of an interactive comic as a sophisticated tool for
intervening in complex behavioral psychology within a higher
education setting. The consistently high 88% overall success
rate, supported by strong qualitative evidence of spontaneous
behavioral changes, positions the "Besok Aja Deh" comic as a
successful model for developing self-regulated learning tools,
particularly in contexts where students juggle multiple life
demands (academic, work, social). The study's implications
extend beyond UNU Pasuruan, suggesting that future
educational technology development for addressing
psychological barriers to learning should prioritize high visual
engagement and theory-driven design focused on fostering
vicarious learning and emotional consequence reflection,
ultimately contributing to the successful achievement of SDG 4:
Quality Education by improving essential self-management
skills.

CONCLUSION
The research successfully addressed the need for an effective,
engaging intervention against academic procrastination,
contributing directly to SDG 4: Quality Education by improving
essential self-management skills in students. Based on the
rigorous Research and Development (R&D) methodology and
subsequent validation, the following conclusions are drawn:
1.

2.

Product Feasibility and Validity: The interactive comic
"Besok Aja Deh" was empirically validated, achieving an
exceptional overall score of 88.0%, placing it firmly in the
"Very Good" category. This score confirms that the comic is
highly feasible and instructionally sound for use as a
targeted educational medium to address academic
procrastination among university students.
Theoretical Alignment and Operationalization: The comic
effectively operationalized the core dimensions of Social
Cognitive
Theory
(SCT)—namely
Planning
and
Prioritization, Self-Monitoring and Action, and especially
Consequence Reflection. The high content relevance score

3.

4.

(85%) validates that the SCT framework was successfully
translated into a persuasive, visual narrative, providing a
strong theoretical base for the intervention.
Effectiveness in Bridging Awareness and Action: Qualitative
data, particularly the field activity transcripts and student
learning evidence, demonstrated the comic's power to
induce vicarious learning and influence immediate
behavioral intent. The spontaneous actions of students
initiating tasks immediately after engagement proved that
the comic successfully bridged the gap between cognitive
awareness of time management principles and actual selfregulated action.
Novelty and Practical Impact: The localized, interactive
nature of the "Besok Aja Deh" comic serves as a novel and
highly relevant solution that successfully overcomes the
psychological barrier of denial associated with academic
delay. It is an effective, non-intrusive alternative to
traditional lectures, capable of fostering self-efficacy and
improving the quality of learning outcomes within the higher
education setting.

Suggestions
The findings of this study provide a strong basis for immediate
practical application and offer several avenues for advanced
academic inquiry. Practically, the Universitas Nahdlatul Ulama
Pasuruan and similar institutions are strongly advised to integrate
the validated "Besok Aja Deh" interactive comic into student
orientation programs or academic counseling services as a
scalable, low-cost tool for mass self-regulation training, thereby
directly addressing the problem of academic procrastination that
was the focus of this research. Academically, further research
should be conducted to measure the long-term behavioral impact
of the comic, moving beyond acceptance and initial intent to track
objective outcomes such as grade point average (GPA) and task
completion rates over a full semester. Additionally, comparative
studies are recommended to critically assess the effectiveness of
this interactive comic format against other established
interventions, such as time management workshops or
generalized educational modules (Yusuf, Rashid, & Nordin, 2026),
to definitively position the comic's role within the broader
pedagogical landscape.

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