This study aims to analyze the Technological Pedagogical Content Knowledge (TPACK) of teachers in teaching reading comprehension in fifthgrade elementary schools. A quantitative design was used in this experiment, with the population and samples containing 194 and 50 fifth-grade elementary school teachers in Barru City, South Sulawesi Province, Indonesia. These samples were randomly selected from the population using a simple random sampling technique. Furthermore, the instrument used for data collection was a closedended questionnaire. Further, the obtained data were analyzed descriptively using a mean score formula and categorization of value ranges. The results showed that the mean score of teachers' TPACK was 77, subsequently belonging to the good category, indicating teachers' good TPACK in teaching reading comprehension.

Geometry at the elementary school level brings various benefits to students. Firstly, it is a critical stage in the development of spatial abilities. Geometry helps students understand the world around them in different ways. This study aims to analyze the difficulties in solving geometry problems among elementary school students. The research design used is quantitative research with data collection techniques using tests and documentation. The research subjects are fifth-grade students of SD Islam Al Azhar 34 Makassar, consisting of 30 individuals. The research sample consists of 5 students. The results of the study indicate that visual-spatial understanding, perception, interpretation, and mathematical communication skills play a crucial role in students' understanding of geometric concepts. Student A needs to be introduced to the concept of classifying plane figures to improve their spatial understanding, while student B needs a deeper understanding of the types of plane figures. Student C needs to develop mathematical communication skills and pay attention to the instructions of the problems in order to accurately transfer their understanding of concepts. Student D has adequate conceptual understanding but needs to improve their accuracy in solving the final steps. Student E has good conceptual understanding of solving geometry problems but needs to be reminded of the importance of completing all solution steps accurately. An approach that includes introducing the concept of classifying plane figures, deepening understanding of the types of plane figures, developing mathematical communication skills, and paying attention to problem instructions needs to be implemented to enhance students' understanding of geometric concepts and their ability to solve problems accurately.

Product validity is one of the critical aspects of developmental research. Therefore, this research aimed to report the validity results of interactive Power-Point media developed based on a balanced literacy approach to improve early reading skills of first-grade elementary school students. The validity assessed was media and content aspects, and the data were collected through a Likert-scale questionnaire. Six validators were involved, namely four senior lecturers and two expert practitioners. The data from expert validation were analyzed using Aiken's V coefficient and categorized into three parts, namely highly valid, valid, and not valid. The results showed that the coefficient value on media validation was 0.84 and on the material aspect was 0.96. The analysis indicated that the validation results on both aspects were in the highly valid category. Thus, it was concluded that the interactive PowerPoint media developed based on a balanced literacy approach to improve early reading of first-grade students was valid and suitable for use at the next stage of developmental research conducted.