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It is important to understand that students' academic achievement is not only influenced by their cognitive abilities, but also by non-cognitive factors such as social-emotional skills and learning styles. In an effort to improve the quality of education and facilitate the optimal development of students at SMA Negeri 3 Kejuruan Muda, it is hoped that the report on the results of the non-cognitive diagnostic assessment can be a strong foundation for SMA Negeri 3 Kejuruan Muda in developing holistic, adaptive, and student-centered learning strategies. Through a better understanding of the social-emotional aspects and learning styles, schools can create a learning environment that supports not only academic achievement, but also students' optimal personal and social development. Thus, this study aims to (1) Identify students' social-emotional abilities and areas that require further support. (2) Assess students' learning styles to adjust teaching methods to their preferences. (3) Provide recommendations based on assessment results to improve support and learning strategies in schools. This study uses a qualitative descriptive approach with data collection through a google form questionnaire distributed to all students of SMA Negeri 3 Kejuruan Muda. The results of the study showed that 10.5% of students had high social emotional abilities, 60.5% of their social emotional abilities were said to be sufficient, 27.8% needed improvement and 1.2% needed significant development by BK teachers or counselors. Meanwhile, the Learning Styles possessed by students at SMAN 3 Kejuruan Muda were 40% Visual learning style, 30% Auditory learning style and 30% Kinesthetic learning style. Furthermore, the recommended treatment recommendations for students with high levels of social emotional abilities are to become peer counselors, students who have moderate social emotional abilities can be guided by peer counselors and students who have low levels of social emotional abilities require guidance by BK teachers or professional counselors. Meanwhile, recommendations for visual learning styles can be presented with learning media in the form of images, videos or slides, auditory learning styles are presented with learning media in the form of audio recordings or listening to explanations from teachers and kinesthetic learning styles can be included in games, simulations, practicums, projects and demonstrating learning materials.  

This study aims to increase student learning participation in creative product and entrepreneurship lessons for product assembly materials at SMK Negeri 2 Tangerang Regency using differentiated learning strategies. This type of research is a case study research. The subjects of this study are grade XII students of TITL 1 SMK Negeri 2 Tangerang Regency in the odd semester of the 2024/2025 school year totaling 51 people. The data collection instruments in this study are class observation and questionnaires. The research method uses a qualitative approach. This research was carried out in three meetings for learning activities, including the provision of treatment according to the learning style of each group. The results of the study show that by using differentiated learning strategies, the level of student learning participation increases. This can be seen from the level of enthusiasm of students in receiving learning. Thus, the researcher concluded that using differentiated learning strategies can increase student learning participation in creative product and entrepreneurship lessons, product assembly materials for grade XII TITL 1 SMK Negeri 2 Tangerang Regency. Therefore, teachers should use learning strategies that are in accordance with the learning needs of students to achieve the learning goals that have been determined. With the implementation of the right learning strategy, students are able to accommodate their learning needs.

Learning is the core of an education has an important role in advancing the welfare and human resources, one of which is in terms of teaching and learning. The purpose of this study is to determine learning styles, student motivation and student responses in learning geography. Geography learning styles that will be the focus of researchers in this study are visual, auditorial, and kinesthetic learning styles Motivation is one of the steps or factors that can encourage students to behave using feelings and reactions in geography learning activities. The results of research on class X students consisting of 34 female students, class XI consisting of 26 female students and class XII consisting of 35 male students at MA Darul Ihsan Samarinda. Based on the results of the study, the majority of learning styles owned by class X students are visual as many as 34 students, then class XI students are mostly kinesthetic as many as 26 students, as well as class XII the majority of kinesthetic learning styles as many as 35 students Each class has a different learning style and has each learning style. Every student basically has motivation in themselves, be it external or internal motivation. The sample in this study was class X consisting of 34 female students, XI IPS1 consisting of 26 female students, XII IPS2 consisting of 35 male students at MA Darul Ihsan Samarinda. The sample technique used is Random Sampling. Based on the results of data recap that has been done on the student learning motivation questionnaire has motivation in the good category, from these results it can be said that 34 students have good motivation, then in the category as many as 26 students have a category Less, then as many as 35 students have a good category. Based on data analysis that has been carried out on student learning responses in classes X and XI, it is found that student learning responses are in the good category with a total of 60 students or equivalent to 64%. Then in the very good category with 35 students or equivalent to 65%. The high learning response can be seen from the various indicators that have been analyzed.

The family is an institution that has responsibility for providing education. The family is a core component in forming a child's character. Families generally consist of two important elements, namely father and mother. Every family definitely has its own way of providing care to children. Thus, the character formed in children will also vary, especially in the aspect of learning discipline. The aim of this research is to describe the form of parenting patterns applied by parents in forming learning discipline for students in class VIII-C MTsN 2 Trenggalek and to describe the factors underlying parenting patterns in an effort to form learning discipline for students in class VIII-C MTsN 2 Trenggalek. The method used by researchers is a qualitative-descriptive research method with data collection techniques in the form of observation, interviews and documentation. The results of this research show that there are three forms of parenting patterns applied by parents in forming learning discipline for students in class VIII-C MTsN 2 Trenggalek, namely authoritarian, democratic and permissive parenting patterns. Furthermore, the factors that influence parenting patterns in shaping the learning discipline of class VIII-C students at MTsN 2 Trenggalek include ideology, geographical location and ethical, religious, economic and lifestyle norms. Keywords: , , 

The ability of a nation to progress depends on its level of education. The quality of human resources produced is influenced by how good the quality of education is. Therefore, teachers play an important role in ensuring the success of education. Teachers' skills in teaching are key in creating meaningful learning for students. This research is intended to understand the teacher's skills in organizing learning variations, especially in Islamic Religious Education (PAI) subjects at SDIT 1 Daarussalaam Sangatta. The research method used is a qualitative approach of field research type through data collection from observation, interviews, and documentation. The results of the study highlighted the importance of variations in teaching styles, the use of media and learning tools, as well as communication patterns of interaction with students in order to create a comfortable and conducive learning atmosphere. The findings show that variation in learning plays a key role in motivating learners and teachers have an important role in ensuring such variation through three main components, especially in PAI learning at SDIT 1 Daarussalaam, namely variation in teaching styles that can be used by developing existing learning methods to be more varied and involve more activities for learners, the use of IT-based learning media and tools, and communication patterns of interaction with learners that can be done with many-way communication. Learning variations not only make teaching and learning activities more interesting but also facilitate better understanding for learners in order to achieve the desired learning objectives

Leadership in educational administration is a crucial aspect in achieving effective and efficient educational goals. This article aims to deeply examine various aspects of leadership in educational administration, including understanding, necessary skills, applied leadership styles, and specific functions that leaders must perform. The research method used is literature review, encompassing analysis of various literature and previous studies related to educational leadership. The research findings indicate that effective leadership in educational administration requires a combination of technical skill, human skill, and conceptual skill, along with the application of leadership styles suitable to the institutional context. Leadership functions such as planning, organizing, directing, and controlling are also crucial to ensure efficient operations and goal achievement. The implications of this study provide insights and practical recommendations for educational leaders to enhance the performance and quality of their institutions, as well as to create an environment that supports learning and growth.

This research is motivated by the fact that nearly 70% of children who are newly enrolled and start learning at Bunda Kartika Kindergarten in Patumbak, Deli Serdang, have difficulty adjusting to the new learning environment. This stage of learning in kindergarten is their first step into formal education. According to the Ministry of Education and Culture Regulation No. 137 of 2014 on national standards for early childhood education (PAUD), it sets national standards for PAUD, including aspects of child development that must be met during the learning process. These standards cover various aspects of child adjustment such as socio-emotional, language, cognitive, and motor skills. This research aims to identify the nature of adjustment problems occurring in kindergartens and early childhood education by understanding the aspects of adjustment and the supporting and inhibiting factors for new students in adapting to the new environment. The research method used is a descriptive qualitative method, where the researcher conducts objective interviews and environmental observations. Data collection techniques include document review, observation, and interviews. The results of the study indicate several issues related to children's adjustment, ranging from psychological factors, prenatal environment, parenting styles, to socialization problems in the school environment. These factors significantly impact early childhood development and require special attention in the context of preschool education.  

This study aims to analyze the learning difficulties faced by 5th-grade students at SD Negeri Bandung in reading, writing, and arithmetic. The analysis revealed that the majority of students are at a frustration level in all three aspects, indicating a lack of fundamental understanding. This study also highlights the urgent need for more comprehensive and systemic educational reforms, focusing on improving teaching quality, adaptive learning methods, and holistic support for students. In conclusion, enhancing the quality of basic education and employing more inclusive teaching methods are crucial to address the varying levels of student abilities and learning styles.

Stunting is a nutritional problem caused by insufficient nutritional intake for a long time. The condition of failure to thrive in children under five is a result of chronic malnutrition so that the child is too short for his age. Indonesia is among the highest in stunting cases with a prevalence of 37.2% compared to other neighboring countries. Indonesia targets the stunting rate to fall to 14% in 2024, while the stunting rate in 2021 will reach 24%. The impact of stunting is an increase in morbidity and mortality rates in children, growth in body posture or height that is not optimal compared to the child's age, disruption of motor development, increasing the incidence of degenerative diseases, less than optimal learning performance so that children's cognitive and productivity are affected and that furthermore is the increase in Health costs. The Kupang City Government, in an effort to reduce the prevalence rate of stunting below 10% in 2024, is carrying out convergence work or cross-sectoral collaboration within the scope of Pentahelix (Government, PT, Private, Community and Mass Media). The foster parent program is a form of care and effort made by involving all sectors in accelerating the prevention and handling of stunting in toddlers. The sub-districts that are used as places for community service activities are Penfui and Oesapa Selatan Subdistricts, Kupang City. The foster parent program aims to help families who really need health care for children suffering from stunting and malnutrition, and this is based on a sense of care and responsibility. The Kupang Ministry of Health Polytechnic, as one of the implementations of health transformation, supports the government's program in strengthening primary health services, especially stunting, and is expected to be involved and become a team in accelerating the prevention and handling of stunting in Kupang City. The method for implementing this community activity is the Peekaboo Psychoeducational method, namely the Kiss, Hug and Give Feed method as well as providing nutritious food to children aged 6-24 months for 90 days. The results of this community service are the achievement of measurement data on children's body weight, improvements in nutritional value/body weight of children suffering from stunting and increased knowledge of the psychoeducational parenting style of the Peekaboo method to increase parents' knowledge about stunting.