<![CDATA[Academic burnout pada mahasiswa tingkat akhir merupakan isu penting untuk dikaji karena dapat menghambat penyelesaian studi tepat waktu serta berdampak pada kesejahteraan psikologis mahasiswa. Penelitian ini bertujuan untuk memperoleh gambaran umum mengenai academic burnout pada mahasiswa tingkat akhir di perguruan tinggi, baik secara umum, berdasarkan program studi, maupun berdasarkan dimensi academic burnout. Penelitian menggunakan pendekatan kuantitatif dengan jenis penelitian deskriptif dan desain survei deskriptif. Populasi penelitian adalah seluruh mahasiswa tingkat akhir angkatan 2022 yang berjumlah 417 mahasiswa, dengan sampel sebanyak 210 responden yang ditentukan menggunakan teknik proportionate stratified random sampling. Pengumpulan data dilakukan menggunakan kuesioner yang diadaptasi dari instrumen academic burnout berdasarkan teori Schaufeli et al. (2002), terdiri atas 22 item valid dengan koefisien reliabilitas Cronbach's Alpha sebesar 0,910. Data dianalisis menggunakan statistik deskriptif dan kategorisasi skor ideal. Hasil penelitian menunjukkan bahwa kategori academic burnout yang paling dominan adalah kategori tinggi (49,5%), diikuti kategori sedang (40,0%) dan kategori rendah (10,5%). Berdasarkan dimensi, cynicism memperoleh persentase capaian tertinggi (70,24%), diikuti reduced academic efficacy (67,45%) dan exhaustion (65,00%). Temuan ini mengindikasikan perlunya upaya preventif dari perguruan tinggi untuk membantu mahasiswa mengelola tuntutan akademik selama masa penyelesaian studi. Temuan ini memberikan kontribusi ilmiah bagi pengembangan kajian academic burnout serta implikasi praktis bagi layanan bimbingan dan konseling di perguruan tinggi dalam merancang program pencegahan yang lebih tepat sasaran. Academic burnout among final-year students is an important issue to examine because it can hinder timely degree completion and affect students' psychological well-being. This study aims to describe academic burnout among final-year university students, both in general, based on study program, and based on the dimensions of academic burnout. This research employed a quantitative approach with a descriptive research type and a descriptive survey design. The population consisted of 417 final-year students of the 2022 cohort, with a sample of 210 respondents determined through proportionate stratified random sampling. Data were collected using a questionnaire adapted from an academic burnout instrument based on Schaufeli et al. (2002), consisting of 22 valid items with a Cronbach's Alpha reliability coefficient of 0.910. Data were analyzed using descriptive statistics and ideal-score categorization. The results showed that the high category of academic burnout was the most dominant (49.5%), followed by the moderate category (40.0%) and the low category (10.5%). Based on dimensions, cynicism obtained the highest achievement percentage (70.24%), followed by reduced academic efficacy (67.45%) and exhaustion (65.00%). These findings indicate the need for preventive efforts from universities to help students manage academic demands during the completion of their studies. These findings contribute to the scientific understanding of academic burnout and offer practical implications for university counseling services in designing more targeted prevention programs.]]>
