Promoting school connectedness: Evidence from the national longitudinal study of adolescent health. Classroom belonging among early adolescent students: Relationships to motivation and achievement. Review of Educational Research, 74(1), 59-109.ДЇine, M. School engagement: Potential of the concept, and state of the evidence. Journal of Youth and Adolescence, 34(4), 293вЂ“309.ДЇredericks, J. Sense of belonging among high school students representing 4 ethnic groups. New York: Cambridge University Press.ДЇaircloth, B. Fitting in, standing out: Navigating the social challenges of high school to get an education. Teori dan Praktek Konseling & Psikoterapi. Journal of School Health, 74, 252-261.Д¬ombs, A. The importance of bonding to school for healthy development: Findings from the Social Development Research Group. Curriculum and Teaching Dialogue, 6(2), 131-143.Д¬atalano, R. Exploring school belonging and academic achievement in African American adolescents. Reclaiming Children and Youth.7(3), 133-137.Д«ooker, K. The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Journal of Educational Psychology, 94, 795-809.Д«aumeister, R. School effects on psychological outcomes during adolescence. Australian Journal of Educational & Developmental Psychology, 12, 108-119.ДЄnderman, E. Belonging as a Guiding Principle in the Education of Adolescents. For the maximum score, which in the pretest the maximum value of the students is 47.00 in the medium category, it changes in the score at the post test to be 65.00 in the high category.ДЄllen, K. As for the minimum value, the pretest scores obtained the minimum student is 34.00 in the low category, experiencing a change in grades when the post-test becomes 42.00 in the medium category, meaning that there are no students in the low category. Through testing the model, it is known that the average posttest score has increased from 42.75 to 52.75, meaning that the average value of students' sense of school belonging has changed by 10. Data collection techniques using the sense of school belonging scale adapted from The Psychological Sense of School Membership (PSSM) Scale, developed by Carol Goodenow. The research subjects were students of State Vocational Schools in Yogyakarta who had low sense of school belonging. The type of research used is Research and Development model that developed by Borg and Gall. The development of group counseling models using an existential approach is one alternative that can be used to improve the sense of school belonging. The aim of this study was to develop existential group conseling model to increase sense of belonging vocational school stundents in Yogyakarta. Based on the results of the research obtained, it shows that final year students need to be given treatment in order to be able to overcome the procrastination they have.EXISTENTIAL GROUP COUNSELING TO IMPROVE SENSE OF SCHOOL BELONGING IN VOCATIONAL SCHOOL STUDENTS IN YOGYAKARTA CITY. Overall, the students' academic procrastination was in the medium category with an average score of 53.37%. Medium procrastination was 64 people 52.3%, while in the high category there were 57 people 46.34%, some other students were in the very high category as many as 2 people 1.63%, while in the low and very low category, namely 0 %. The results showed that students had a variety of academic procrastination. In this study, data collection using an academic procrastination questionnaire with r= 9.00. The population in this study were students of BKI FUAD IAIN Langsa who had passed the minimum threshold for completion of the study period. The research design used is a descriptive quantitative approach. The purpose of this study was to see how the students' academic procrastination in completing their final project. This study discusses how the level of student academic procrastination in completing the final project is motivated by the existence of internal factors and external factors that exist in students.

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