<![CDATA[This study synthesizes empirical evidence on Technological Pedagogical Content Knowledge (TPACK) in Indonesia through a Systematic Literature Review using the PRISMA 2020 protocol and thematic meta-synthesis. Articles were retrieved from Scopus, Web of Science, ERIC, and Google Scholar, yielding 22 peer-reviewed studies published between 2015 and 2025. The review identifies three consistent patterns. First, TPACK profiles differ across disciplines: language teachers generally show high technological confidence but limited pedagogical integration, whereas science and elementary teachers demonstrate stronger content-pedagogical foundations yet weaker technological integration. Second, most early studies rely on self-report instruments, which tend to inflate perceived competence; more recent studies using Rasch modeling and confirmatory factor analysis provide stronger measurement validity. Third, collaborative, practice-based professional development models, such as lesson study, project-based learning, and reflective practicum, are more effective than short-term ICT workshops. Overall, the evidence highlights the need for discipline-sensitive training, valid assessment, and sustainable teacher development policies across Indonesian education systems and institutions.]]>
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