<![CDATA[Penelitian ini bertujuan untuk menganalisis pengaruh beban tugas akademik dan kecemasan terhadap stres belajar mahasiswa Manajemen Universitas Palangka Raya. Kebaruan dari penelitian ini terletak pada fokus konteks lokal mahasiswa Manajemen di Universitas Palangka Raya, yang sebelumnya belum banyak diteliti secara spesifik, sehingga mampu memberikan gambaran empiris baru mengenai faktor-faktor penyebab stres belajar di lingkungan pendidikan tinggi di daerah. Penelitian ini menggunakan pendekatan kuantitatif dengan rancangan asosiatif kausal. Populasi penelitian adalah mahasiswa aktif semester empat ke atas sebanyak 338 orang, dengan sampel penelitian berjumlah 183 orang yang ditentukan menggunakan rumus Slovin dan diambil dengan teknik purposive sampling. Data dikumpulkan melalui kuesioner tertutup berbasis skala Likert, kemudian dianalisis menggunakan uji validitas, reliabilitas, asumsi klasik, serta regresi linier berganda melalui aplikasi SPSS. Hasil penelitian menunjukkan bahwa (1) beban tugas akademik berpengaruh positif dan signifikan terhadap stres belajar, (2) kecemasan berpengaruh positif dan signifikan terhadap stres belajar, serta (3) beban tugas akademik dan kecemasan secara simultan berpengaruh positif dan signifikan terhadap stres belajar. Kontribusi kedua variabel independen terhadap stres belajar mencapai 47,9%, sedangkan sisanya dipengaruhi faktor lain di luar penelitian. Temuan ini menegaskan bahwa keseimbangan beban akademik dan pengelolaan kecemasan sangat penting dalam mencegah peningkatan stres belajar. Secara praktis, penelitian ini memberikan implikasi bagi pengembangan kebijakan akademik yang lebih adaptif, serta pentingnya layanan konseling dan pelatihan keterampilan manajemen stres bagi mahasiswa. This study aims to analyze the effect of academic workload and anxiety on learning stress among Management students at the University of Palangka Raya. The novelty of this research lies in its focus on the local context of Management students at the University of Palangka Raya, which has not been extensively explored, thus providing new empirical insights into the factors influencing learning stress in higher education within the region. This research employed a quantitative approach with a causal-associative design. The study population consisted of 338 active students in their fourth semester and above, from which a sample of 183 students was determined using Slovin’s formula and selected through purposive sampling. Data were collected using a closed-ended questionnaire with a Likert scale and analyzed through validity and reliability tests, classical assumption tests, and multiple linear regression using SPSS. The results revealed that (1) academic workload has a positive and significant effect on learning stress, (2) anxiety has a positive and significant effect on learning stress, and (3) academic workload and anxiety simultaneously have a positive and significant effect on learning stress. The combined contribution of the two independent variables to learning stress reached 47.9%, while the remaining percentage was influenced by other factors outside this study. These findings highlight the importance of balancing academic workload and managing anxiety to prevent excessive learning stress. Practically, the study suggests the need for adaptive academic policies, as well as counseling services and stress management skill training for students. ]]>
