Student satisfaction is students' positive attitude towards the learning services
provided by teachers, resulting from the alignment of expectations and needs with
reality. Student satisfaction can optimize the potential of resources to bring
schools and the community to the desired quality of education. This study aims to
test the effect of Self-Efficacy on student learning satisfaction and the effect of
Procrastination on student learning satisfaction in SMA N 3 Purwokerto. This
study is quantitative, with a population of 792 students and a sample of 260
students. Data collection in this study used a student learning satisfaction scale,
Self-Efficacy Scale, and Procrastination Scale. Data analysis techniques use the
outer model test and inner model test with the help of SmartPLS 3.0 software. The
analysis results show: 1) There is an effect of Self-Efficacy on Student
Satisfaction, showing a T-statistic value of 5.181 and a P-value of 0.000. 2)
Procrastination affects student learning satisfaction, indicating a T-statistic value
of 2.017, more than 1.96, and a P-value of 0.044. The R-square value indicates
that self-efficacy and procrastination explain only 13.7% of learning satisfaction,
and the remaining 86.3% indicates that other factors outside of the study affect
the student learning satisfaction variable. In conclusion, there is an effect of selfefficacy
on student learning satisfaction, and there is an effect of procrastination
on student learning satisfaction.