<p style="text-align: justify;">Learning in high schools has used a lot of smartphone assistance to make it easier for students to understand the material explained by the teacher. However, with the many uses of smartphones in learning, of course, it must provide positive benefits to the ability of students, especially the science literacy ability. In this study, the objectives to be achieved are to examine how much the smartphone's usability in physics learning, examine students' science literacy and examine the effect of the smartphone’s usability on students' science literacy in physics learning. The method used in this study is a quantitative method with a research design used is a one-shot case study. The data on smartphone usability is obtained using a questionnaire, and science literacy of students is obtained through on physics science literacy test. The results of this study indicate that the smartphones usability and students' science literacy in physics learning are respectively in the high and medium categories with a respective percentage of 57.20% and 36.36%. The students' science literacy is influenced by the smartphone's usability in physics learning by 34.30%. These results indicate that smartphone usability by most students is very high, but has not been able to contribute optimally to students' science literacy. Therefore, special treatment is needed in utilizing the use of smartphones in physics learning so that students' science literacy can be optimized.</p>

Physics learning during the Covid-19 pandemic must still be done so that students can still get physics intake. This phenomenological research aims to explore physics teacher strategies in conducting traditional game-based learning in senior high schools during the Covid-19 pandemic. The research data was collected through in-depth interviews with 10 physics teachers from five senior high schools in Yogyakarta. The ten participants were taken using the purposive sampling technique. The data analysis used analytic reduction which started with identifying important statements from the interview results, determining the core theme, and interpreting the physics learning strategy essence. The research results found that traditional game-based physics learning was carried out using contextual, inquiry, project, and problem-based learning models. The physics material is integrated into traditional games which include tulup, benthik, bekelan, sulamanda, egrang, sekongan, jeblugan, and gobak sodor. Physics learning evaluation is carried out by assessing assignments, performance, presentations, tests, and the results of making students' traditional games. Traditional game-based physics learning is done through distance learning applications such as Zoom, Google Meet, Google Classroom, Google Mail, and WhatsApp. Supporting factors for learning physics based on traditional games include efficient learning, learning can be done anywhere, and students can explore their abilities widely. Inhibiting factors for learning physics based on traditional games include unstable internet networks, students’ different abilities, and never done distance learning. The physics teacher’s competence, the student’s abilities, and the facilities availability are the main factors in determining the learning physics success based on traditional games during the Covid-19 pandemic.

Education and culture are two things that cannot be avoided from one's life. Culture is a heritage that must be preserved by the next generation. Culture can fade along with the development of the era if there are no more generations to preserve it. Education is one way to maintain culture and in culture contained good character that can be taught to students. The purpose of education is the formation of students' selfpotential in religious spiritual strength, self-control, personality, intelligence, noble character, and the skills needed by themselves, society, nation and state. In order to achieve these educational goal it is necessary to conduct character education programs in schools. Efforts that can be made to shape the character of students is to do a character education program based on total quality management (TQM) in schools. Yogyakarta 9 Public High School has instilled Javanese culturebased character which is managed using the concept of total quality management (TQM).

This research was conducted to determine the effectiveness of the Minangkabau culture-based picture book on the religious and moral knowledge of early childhood. The data in this study were collected using the preexperimental one group pre-test post-test method. The number of samples in this study were 45 children aged 5-6 years. Based on data analysis found an increase in children's religious and moral knowledge increased significantly.

Marginal vulnerable and exploitative is a term for marginalized because they do unclear jobs, careers, and also no hope whatsoever in the future. Vulnerable because of the risks that must be covered from time to time, in terms of health and social. Including exploitative because they usually have bargaining position is very weak, subordinated, and fishing into arbitrary objects of the family, the act of thugs or irresponsible officials irresponsible. The marginal people in Kampung Srirahayu work as scavengers, street singers, and prostitutes. This study aimed to describe the developing moral and development of moral early childhood children in marginal people of Kampung Srirahayu. The approach used in this research is a qualitative case study. This study involved parents, early childhood, TPA educators. The design used in this research a case study and used triangulation technique of validity and source. The results of this study indicated that the moral development of early childhood on marginal people in Kampung Srirahayu covered aspects of materials, educators, methods, and evaluation. Factors that encouraged moral development included: (a) the existence of Taman Pendidikan Alqur'an (TPA), (b) early childhood in Kampung Srirahayu following TPA activity, and (c) restriction from parents to children not to interact with children who dropped out.