HUBUNGAN ANTARA MANAJEMEN WAKTU BELAJAR DENGAN PRETASI BELAJAR SISWA KELAS IV SD NEGERI 1 LEMO KECAMATAN BUNGKU SELATAN KABUPATEN MOROWALI

Time management is widely theorized as a significant predictor of students' academic achievement, yet empirical evidence remains inconsistent across educational contexts, particularly in primary education settings where self-regulatory capacities are still developing. This quantitative correlational study examined the relationship between time
management and academic achievement among 14 fourth-grade students at SD Negeri 1 Lemo, Morowali Regency, Indonesia. Data were collected through a validated Likert-scale questionnaire measuring four time management dimensions (goal-setting, scheduling, time control, and organizational preference; Cronbach's ? = 0.80) and official academic score documentation. Normality (Shapiro–Wilk) and linearity assumptions were verified before Pearson product-moment correlation analysis was conducted (? = 0.05). The analysis
revealed a very weak, statistically non-significant negative correlation between time management and academic achievement (r = ?0.168; r-table = 0.532). The null hypothesis was therefore accepted. Descriptive data indicated wide variability in time management scores (31–69) alongside markedly narrow variability in academic scores (82.25–85.50). The null finding is interpreted through self-regulated learning theory, suggesting that external scaffolding by teachers and parents, rather than individual time management, predominantly mediates academic outcomes among young learners. The restricted range of achievement scores may also have statistically attenuated the detectable effect. Academic achievement in primary education is better understood as a multidetermined construct shaped by instructional quality, parental support, and motivational climate alongside behavioral self-regulation.