<![CDATA[This study examined Indonesian language teachers' perceptions and understanding of the integration of technological pedagogical content knowledge (TPACK) in language instruction during the Teacher Professional Education (Pendidikan Profesi Guru [PPG]) program at Universitas Negeri Makassar. A quantitative descriptive survey was conducted with all 40 teachers in the cohort. Data were collected using a five-point Likert questionnaire covering content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK) and were analyzed using descriptive statistics. The results indicated high perceived competence across all three domains. CK recorded the highest overall mean (M = 3.95), followed by TK (M = 3.88) and PK (M = 3.87). Teachers reported particular strength in contextualizing Indonesian language content, using online learning applications, and selecting instructional strategies. Comparatively lower-rated areas included diagnosing students' learning difficulties, designing critical-thinking activities, conducting language assessment, evaluating the affordances and limitations of digital media, and adapting to emerging technologies. These findings indicate a positive foundation for technology-enhanced Indonesian language instruction while underscoring the need for practice-based professional development that integrates content, pedagogy, and technology.]]>
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