<![CDATA[Technological Pedagogical Content Knowledge (TPACK) competency is an important skill that prospective teachers must possess in order to integrate technology, pedagogy, and learning content, especially in today's digital age. This study aims to: (1) determine the level of TPACK competency of prospective PGMI teachers at IAIN Sorong, (2) observe students' teaching skills through microteaching practice, and (3) analyze the relationship between TPACK competency and their teaching skills. This study used a quantitative approach with a correlational method. The research subjects were 6th semester PGMI students at IAIN Sorong who were participating in microteaching activities. Data were collected through structured observation sheets and analyzed using Pearson's correlation technique. The results showed that: (1) there was a strong and significant relationship between TPACK competence and students' teaching skills, with a value of r = 0.703 and significance p = 0.002, (2) the highest mastery was seen in the aspects of Content Knowledge (CK) and Technological Knowledge (TK), while mastery in the aspects of TPK and full integration of TPACK was still low, (3) the main obstacles were students' varying learning motivation and lack of field practice experience. Overall, the higher the mastery of TPACK, the better the teaching skills of PGMI students. This study emphasizes the importance of integrating TPACK into the teacher education curriculum.]]>
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