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 describe the process of developing entrepreneurial skills of students, about how to plan the development of entrepreneurial skills of students of PAB 10 Medan Estate Private Junior High School, to find out how to implement the development of entrepreneurial skills of students of PAB 10 Medan Estate Private Junior High School, and to find out about the effectiveness of entrepreneurship skill development of PAB 10 Medan Estate Private Junior High School students. This research was conducted with a qualitative approach to obtain data on the planning, implementation and effectiveness of entrepreneurial skill development. The subjects in this study are school principals, teachers and several students at PAB 10 Medan Estate Private Junior High School, with data collection techniques obtained through observation, interviews, and documentation with data analysis techniques used are data reduction, data presentation, and conclusion drawn. The findings of this study show that PAB 10 Medan Estate Private Junior High School in the planning process for developing students' entrepreneurial skills has been carried out well in terms of determining goals and objectives, analyzing previous activities and planning to the preparation of plans for the development of students' entrepreneurial skills. In the implementation of entrepreneurial skill development, all daily activities carried out by students and in all subjects are applied, because the implementation is not only focused on the realm of entrepreneurship, but more on the cultivation of entrepreneurial values. In the evaluation process, it is carried out routinely by the school, both in supervision inside the school and outside the school.