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This study aims to determine the significant effect of the Problem Based Learning (PBL) based on the Magnet TPACK of SD Negeri 01 Munggur. This research uses a qualitative type of research based on the philosophy of polytheism. The population and sample used for the research were 28 students of class IV of SD Negeri 01 Munggur. The technique used in selecting the sample was purposive sampling. This research utilizes the One-Group Pretest-Posttest Design. In this design, before the treatment is given, a pre-test (alwall test) is given before the treatment is given and after the treatment is given, a post-test (final test) is given. Data collection techniques using observation, tests and documentation. Based on the results of the study, the conclusion is that there is a significant use of the Problem Balsed Lealing model of learning based on TPACK in class IV of SD N 01 Munggur. The effect of the PBL learning model based on TPACK on the learning outcomes of IPALS in class IV before the treatment was given, the maximum score was 90, while the minimum score was 45. The mean score was 63.92, the median was 62.5. Data analysis results using palired salmpel t-tes it is known that the mean value it is known that the mean pretest value of students 57,6 while the mean posttest for students was 63.92. The results of the statistical test with the crossed sample t-test recognize the effect of the Problem Balsed Learning (PBL) model based on TPACK Regarding the learning outcomes of grade IV students in the subject of science at SD Negeri 01 Munggur, it was found that based on the paired sample t-test table, the significant value (2 tallies) 0.000 <0.05 indicated that there was a difference between the initial and final variables(pretest & posttest), this proves that there is a significant effect on the difference in the need for calcualn given for the variable. 

This research investigates wheter integrating the demonstration method with a TPACK (Technological Pedagogical Content Knowledge) approach in classroom learning can improve students ability to write procedure texts. A quasi experimental pre-test post-test control group design was employed to examine this effect. The target population for this study included all fourth grade students at SDN Kedaung Wetan 2. A sample of 40 students was selected, with 20 students from class 4A assigned to the control gorup and 20 students from class 4B assigned to the experimental group. The instrument used in this study was a written test. Data analysis was performed using the SPSS 27 program. Both the Paired Sample T-Test (Sig. (2-tailed) = 0.001) and the Independent Samples T-Test (Sig. (2-tailed) = 0.075) yielded statistically significant results (p = 0.05), indicating that the null hypothesis (Ho) can be rejected in favor of the alternative hypothesis (Ha). This suggest a significant difference between the learning outcomes of students receiving traditional instruction. Furthermore, the N-Gain Score analysis revealed an average improvement of 56% in the learning outcomes. This finding supports the notion that the TPACK integrated method has a positive inflluence on students ability to write procedure texts.  

Education is a basic component that can determine whether a country is progressing or not, which is also closely related to literacy. Where the activities and processes in it are a more detailed part of literacy, one of which is Economic Digital Literacy. The aim of this research is to determine the role of Technological Pedagogical Content Knowledge (TPACK) in increasing Digital Economic Literacy which is categorized as still low. The method used is a literature review whose sources are obtained from the Google Scholar website as well as reputable international journals with publications less than 10 years old. The results of the analysis of various literature reviews show that Technological Pedagogical Content Knowledge (TPACK) participates in increasing Economic Digital Literacy. The implementation of TPACK will have a positive impact on the flow of learning with a combination of knowledge, pedagogy, technology. With the combination of knowledge, pedagogy, technology, TPACK's role is able to increase Digital Economic Literacy.

This research presents an analysis of increasing student engagement through the use of TPACK (Technological Pedagogical Content Knowledge) in the teaching and learning process. Using a qualitative approach, this research explores the implementation of TPACK by teachers and its impact on student interaction, active participation, and academic achievement. Findings show that the implementation of TPACK facilitates the appropriate use of technology in learning contexts, enriches students' learning experiences, and encourages more active student involvement in the learning process. This analysis also reveals challenges and opportunities related to the integration of TPACK in curriculum and teacher training. In conclusion, this research highlights the importance of TPACK in supporting student-centered learning and offers practical insights for educators in planning learning that is innovative and relevant to student needs.

This research presents an analysis of increasing student engagement through the use of TPACK (Technological Pedagogical Content Knowledge) in the teaching and learning process. Using a qualitative approach, this research explores the implementation of TPACK by teachers and its impact on student interaction, active participation, and academic achievement. Findings show that the implementation of TPACK facilitates the appropriate use of technology in learning contexts, enriches students' learning experiences, and encourages more active student involvement in the learning process. This analysis also reveals challenges and opportunities related to the integration of TPACK in curriculum and teacher training. In conclusion, this research highlights the importance of TPACK in supporting student-centered learning and offers practical insights for educators in planning learning that is innovative and relevant to student needs.