The Relationship between Students‘ Stress on Work Internship with Students‘ Achievement Index in Department of Family Welfare Engineering Faculty Unnes Saptariana 1 , Sri Endah Wahyuningsih 2 , Noor Hudallah 3 , Maria Krisnawati 4 , Taofan Ali 5 {saptariana@mail.unnes.ac.id 1 , s.endah32@mail.unnes.ac.id 2 , noorhudallah@mail.unnes.ac.id 3 , mariakrisnawati@mail.unnes.ac.id 4 , taofanali@mail.unnes.ac.id 5 } Unnes, Faculty of Engineering 1 , Unnes, Faculty of Engineering 2 , Unnes, Faculty of Engineering 3 , Abstract, College success is not only influenced by cognitive and psychomotor abilities, but also by its affective capacity. Affective ability is not only seen from the attitude of students during the face-to-face lecture process but also how their attitude or behavior is in responding to the burden and work internshipassignments on campus. Work stress is a condition of tension that creates physical and psychological imbalances, which affect one's emotions, thought processes, and conditions (Rivai, 2004). Too much work stress can threaten a person's ability to deal with and adapt to his environment. In this study, it will be revealed the relationship between work stress and student practice with the achievement of the cumulative achievement index in study programs majoring in Family Welfare Education (PKK). The purpose of this study is to find out 1). the students‘ level of stress in work internship in PKK majors, 2). the cumulative achievement index of students majoring in PKK, and 3). whether there is a relationship between the stress on work internship of students in the PKK majors with the cumulative achievement index achieved. Keywords: work internship stress, achievement index, PKK majoring students, correlation, significance. 1. Introduction Education is a conscious and planned effort to create an atmosphere of learning and learning process so that students actively develop their potential to have spiritual spiritual strength, self-control, personality, intelligence, noble character, and the skills needed by themselves, society, nation and state (Law Number 20 of 2003 concerning the National Education System, Article 1 Paragraph 1). Higher education is an educational institution that implements the teaching and learning process professionally in a number of disciplines, technology, sports, arts, and culture and one of the goals to be achieved from the educational process in higher education is the achievement of academic achievement. Learning outcomes obtained by students can be seen through numbers or symbols on the report card as the final formulation of learning outcomes (Sumadi Suryabrata, 2001: 320). Furthermore, Nana Sudjana (2004: 5) explains that learning outcomes are abilities students have after they receive their learning experience. Whereas Purwanto (1992: 18) said that student learning outcomes can be viewed from the cognitive aspects, namely students' abilities in knowledge (memory), understanding and application (application), analysis, synthesis and evaluation. Learning outcomes are influenced by several factors, both originating from within the individual and from outside the individual. Slameto (2000: 54) says there are several factors that affect learning outcomes obtained by students, including: 1). internal factors, namely factors that originate within the student, and are divided into three parts namely physical factors (health VEIC 2020, August 27, Indonesia Copyright © 2021 EAI DOI 10.4108/eai.27-8-2020.2305769