<![CDATA[This classroom action research (CAR) aims to improve procedural text writing skills among 5th-grade students (Class VB) at SDN Sukapura 01 through the Relating, Experiencing, Applying, Cooperating, and Transferring (REACT) learning model. The primary problem was students' low writing skills, where 41.94% failed to meet the Learning Objectives Achievement Criteria (KKTP) due to difficulties in organizing logical steps, limited vocabulary, and proper spelling and punctuation usage. The research followed the Kemmis and McTaggart CAR model across two cycles, with two meetings per cycle. Subjects were 31 students (18 males and 13 females) during the second semester of the 2025/2026 academic year. Data were collected via writing performance tests (worksheets), observation sheets, and documentation, targeting a classical mastery level of ≥75. The results showed significant improvement in writing skills. In Cycle I, classical mastery reached 70.97% (22 students passed) with an 85% implementation rate. Following improvements in time management and tutorial video implementation in Cycle II, classical mastery increased to 93.55% (29 students passed) with a 97.5% implementation rate. In conclusion, the REACT model effectively improves procedural text writing skills for 5th-grade elementary school students.]]>
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