Considering the trend of mal-adaptiveness in academic procrastination among students, the anxiety to
fail, denial orientation, and lacking of effort, solutions are needed to overcome the problem. One of the
ways to reduce academic procrastination is counselling. This research focused on the Solution-Focused
Brief Counselling (SFBC). This experimental research aims to observe the impact of solution-focused
brief counselling towards academic procrastination of students. The hypothesis proposed that the level of
academic procrastination will be lower after following the solution-focused brief counselling. The result
proved that such hypothesis is accepted. The experimental design in this research employed one-group for
pre-test and post-test. The participants of this study were 6 active graduate students with high score of
academic procrastination. The Wilcoxon test obtained the value of Z = -2.207 (p < 0.05) with the mean
score of academic procrastination before counselling for 31.33 and after counselling for 23.33 with the
average gap of 8. This indicates that the score of academic procrastination is lower than before. There was
no difference on level of procrastination after the counselling and the follow-up stage. This finding is
supported by the value of coefficient Z = 0.420 (p > 0.05). This also indicated that the impact of solutionfocused brief counselling can be maintained for two weeks after the termination of counselling process.
Based on the research finding, solution-focused brief counselling is recommended as one of the
intervention to reduce academic procrastination among the students.