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.
 

An interest in reading is very important for elementary school students because it is related to students' ability to read and process their insights. Of course, this is the task of educators to build interest in reading through various ways, one of which is by implementing the School Literacy Movement in schools.This research is intended to describe how to implement the school literacy movement in fostering students' interest in reading at SD Negeri Purut. The researcher also wanted to find out whether students' interest in reading in this school could grow along with the implementation of the existing program in the School Literacy Movement in schools and also describe the results of the implementation of the GLS program on students. The method used in this study is a qualitative descriptive approach that focuses on teachers, students, and school residents. The research instruments used in this study are observation guidelines, interviews, questionnaires, and documentation for data collection in the implementation of the School Literacy Movement on Students' Reading Interest in Schools. In conclusion, the school has implemented the School Literacy Movement in accordance with the stages that have been regulated in the GLS implementation guidelines.