<![CDATA[Abstract This research was based on the importance of teachers’ ability to integrate technology, pedagogy, and learning content through the Technological Pedagogical Content Knowledge (TPACK) framework in the digital era. Early childhood education requires creative, interactive, and developmentally appropriate learning, making technology an essential part of meaningful instruction. This study aimed to describe the TPACK ability of Grade B teachers at KB Mitra Tanaya, identify their professional development needs, and examine the supporting and inhibiting factors affecting TPACK implementation. A descriptive qualitative approach was employed. The subject of this study was a Grade B teacher at KB Mitra Tanaya. Data were collected through observation, interviews, and documentation, then analyzed using data reduction, data display, and conclusion drawing. The findings showed that the teacher was able to integrate technology, pedagogy, and learning content effectively. Digital media, particularly learning videos, were used according to the learning theme and children's developmental stages, followed by discussions, question-and-answer sessions, role-playing, and other interactive activities. Development needs included training in educational technology, digital media development, and the use of learning applications. Supporting factors included technological facilities, school support, and teacher motivation, while inhibiting factors were limited internet access and insufficient time for developing digital learning media. These findings contribute to TPACK implementation in early childhood education and provide recommendations for future teacher training. Abstrak. Penelitian ini didasari oleh pentingnya kemampuan guru dalam mengintegrasikan teknologi, pedagogi, dan konten pembelajaran melalui kerangka Technological Pedagogical Content Knowledge (TPACK) di era digital. Pembelajaran anak usia dini memerlukan strategi yang kreatif, interaktif, dan sesuai tahap perkembangan sehingga teknologi menjadi bagian penting dalam proses belajar yang bermakna. Penelitian ini bertujuan mendeskripsikan kemampuan TPACK guru kelas B di KB Mitra Tanaya, menganalisis kebutuhan pengembangannya, serta mengidentifikasi faktor pendukung dan penghambat penerapannya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek seorang guru kelas B. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru telah mampu mengintegrasikan teknologi, pedagogi, dan konten pembelajaran melalui penggunaan media digital, seperti video pembelajaran yang disesuaikan dengan tema dan tahap perkembangan anak, serta dipadukan dengan diskusi, tanya jawab, bermain peran, dan aktivitas kreatif. Kebutuhan pengembangan meliputi pelatihan teknologi pembelajaran, pengembangan media digital, dan peningkatan kompetensi penggunaan aplikasi pembelajaran. Faktor pendukung meliputi ketersediaan perangkat teknologi, dukungan sekolah, dan motivasi guru, sedangkan faktor penghambat meliputi keterbatasan jaringan internet, fasilitas teknologi, dan waktu pengembangan media. Temuan ini berkontribusi pada pengembangan studi TPACK di jenjang PAUD.]]>
