<![CDATA[The problem of this study is the high rate of academic stressorin the second year students of FKIP Unila. The aim of this study was to identify academic stressors in the second year students of FKIP Unila in the academic year 2019/2020. This research uses a descriptive qualitative method. The population of the study was 1.099 students and the research sample of 286 students was taken by a snowball sampling technique. Data collection techniques using online questionnaires. The results of this study indicate that the academic stressor of the second-year students of FKIP Unila in the academic year 2019/2020 was the most dominant academic stressor with the theme of assignments (number of the tasks was big, the difficulty level of task, limited time in doing task), facilities and infrastructure (class and learning media were limited), lecturing processes (the learning material and schedule were difficult), lecturers (behavior and learning method), and finance (difficulty in finance management).Permasalahan dalam penelitian ini adalah stressor akademik mahasiswa tinggi. Penelitian ini bertujuan untuk mengidentifikasi stressor akademik pada mahasiswa tahun kedua FKIP Unila tahun akademik 2019/2020. Penelitian ini menggunakan metode kualitatif deskriptif. Populasi penelitian sebanyak 1.099 mahasiswa dan sampel penelitian berjumlah 286 mahasiswa diambil dengan teknik snowball sampling. Teknik pengumpulan data menggunakan kuesioner online. Hasil penelitian ini menunjukkan bahwa stressor akademik pada mahasiswa tahun kedua FKIP Unila tahun akademik 2019/2020 yang paling dominan adalah tugas (jumlah tugas banyak, tingkat kesulitan tugas, waktu pengerjaan tugas terbatas), sarana dan prasarana (ruang perkuliahan dan media pembelajaran terbatas), proses perkuliahan (jadwal dan materi perkuliahan semakin sulit), dosen (kepribadian dan gaya mengajar dosen), dan finansial (sulit mengatur keuangan).Kata kunci: bimbingan dan konseling, stres akademik, stressor akademik]]>
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