Physics is a science that can solve various problems that exist in everyday life in the form of technology. Therefore physics problem-solving skills are trained in school learning. This study aimed to determine the profile of students' physics problem-solving skills with physics case studies in everyday life. This study used a quantitative descriptive method and involved 55 students of senior high school in XII class who were randomly selected. The data used in this study were student response data to questionnaires and test results through problem-solving skills questions. Based on the questionnaire results, students felt they had problem-solving skills at the medium level of 38% and 62% high. Meanwhile, for test results using problem-solving skills questions, there was a decrease in level. As many as 7% of students have very high problem-solving skills, 18% high, 58% medium, and 17% low. The differences that arise show that there are problems in learning and the problem models given in physics learning at school.

Five-Tier Diagnostic Test Instrument in Straight Motion Concepts: Development, Validity and Reliability Test and the Limited Trials] Physics lesson is difficult for high school students to understand, including the Straight Motion Concepts. For example, students assumed a pen that was dropped on the floor is an example of free fall motion. According to Physics concept, in free fall motion, a moving object is only affected by the grafity force and the object is in unbalanced condition. Meanwhile, when a pen was dropped, the force that affects not only the gravitational force, but also the force from the student's hand. The mismatch between students' assumptions and the Physics concept shows that students experience what is called a misconception. Such misconception is important to identify using a conception diagnostic test, so that misconception is immediately corrected. Unfortunately, standardized conception diagnostic tests is not yet available. This paper is intended to report the development of a five-tier conception diagnostic test for Straight Motion material, to test its validity and reliability as well as a limited trial to a number of students. 13 valid and reliable questions were obtained so that they were ready to be tested. The internal validity test obtained 94% (valid). The external validity consists of content and construct empirical aspects. The content aspect was valid because the false positive (FP) and false negative (FN) values are 3.27% dan 8.22%. The construct empirical aspect was determined based on the Pearson product moment, the reliability by the Alpha Cronbarch with rtable=0.388 (5% significance level), rxy=0.549 and r11=0.747. The limited trials suggested that most students experienced lack of knowledge.

Basically, every human being has the values ​​of bad prejudice, whether it is the value of prejudice to himself or to others. According to a BK teacher named Mrs. Kristina Nababan, S.Pd. The BK teacher explained that the problems that occurred in this school were not only about learning and a student's morals. however, also with such a great attitude of prejudice that in the end, from that prejudice, a fight occurred which was brought outside of school. The fights that had been brought out of school some time ago made the role of the BK teacher very much needed. The point is to mediate or intervene in the fight. This can be done by implementing or implementing group guidance services. Furthermore, as for the objectives to be achieved from the research we conducted, namely to see the implementation of group guidance services capable of overcoming students' self-prejudiced attitudes at UPT SMP Negeri 27 Medan. This research uses descriptive qualitative research methods which are classified into literature study research. The results of the research found in this study are that there are characteristics of students who have bad prejudice, there are factors that influence it, there are efforts to serve them, there are games in the BKP service itself, and it is true that this BKp service is able to overcome the attitude of prejudice in students. student self.

Basically, Islamic religious instructors have a very important role in society and empower themselves as Islamic religious instructors to show successful they are in counselling and guidance to community. Religious instructors are also the leading sector of Islamic community guidance, which has duties or obligations that are quite heavy, broad and the problem they face are even more complex. Islamic religious instructors are certainly not alone in carrying out quite heavy mandates, they must act as motivators, facilitators and, catalysts for Islamic da’wah in public. Indonesia, as a vast nation, encompasses a diverse range of religious beliefs, such as Islam, Christianity, Hinduism, Buddhism, and various other faiths. Consequently, fostering interreligious tolerance becomes imperative in ensuring social stability and safeguarding society from ideological pressures. Differences in religious beliefs is also a motivating factor not to bring each other down, to belittle one another each other tolerance is an attitude of mutual respect related to inter- religious relations and also freedom of and worship in society. One of the benefits of tolerance is that it makes it easier to realize unity and unity in the face of existing differences so that life will be comfortable and peaceful even in the midst of differences.  Keywords: Method, Extension, Tolerance, People

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