ABSTRACT
This research is motivated by the shift in the teacher's role in learning in the 21st century and refers to the characteristics of economic learning, which has many abstract concepts, requires dynamic graphical analysis, and uses actual and up-to-date economic data. Therefore, preservice teachers in economics learning need to have TPACK competence. Based on this, this study aims to explore the TPACK abilities of prospective teachers in economics learning and to analyze their strengths and weaknesses. This research was conducted using a survey method. Data collection was carried out by distributing questionnaires, conducting interviews, and documentation studies. The validity and reliability of the instruments used were tested by KMO Confirmatory Factor Analysis (CFA) and Barlett's Test. The results of this study reveal that of the seven components of TPACK, preservice teachers are relatively better at operating digital technology but have weaknesses, especially in using technology to explore economic learning materials (TCK) and using technology by learning objectives and strategies (TPK).
