The transition of education from the 4.0 era of the Industrial Revolution to the 5.0 era of the Social Revolution necessitates educators’ skill development. Particularly, technology-based learning devices must be designed with digital literacy and Technological Pedagogical Kontent Knowledge (TPACK) skills in mind so that learning tools for teachers are more creative and innovative. The purpose of this study was to determine the impact of digital literacy and Technological Pedagogical Content Knowledge (TPACK) on the ability of prospective Madrasah Ibtidaiyah science teachers to create learning tools. This study employed a survey approach. Madrasah Ibtidaiyah (Islamic Primary School) IAIN Lhokseumawe sixth-semester preservice teacher students were the subjects of this study. The data collection method employed a questionnaire and a straightforward regression analysis. The results demonstrate a strong correlation between digital literacy and the ability to compose science learning tools. A t-table value of 9.880 indicated a positive and significant relationship between digital literacy and the capacity to organize science learning tools. With a t-table value of -0.562, TPACK has no significant effect on the ability to compose learning tools. Therefore, it can be concluded that digital literacy has a positive effect on the ability of preservice Islamic primary teachers to create science learning tools for their students.

During the industrial revolution, the quality of education improved, and this was reflected in competent and professional teachers. Teacher professional competence can be achieved by combining personal, scientific, technological, social, and spiritual skills.. This study aims at assessing prospective teachers' professional abilities in developing lesson plans that are integrated with the Project Based Learning and TPACK models in Microteaching course. This study employs a qualitative approach with a case study research design by involving 10 prospective elementary school teachers enrolled in sixth semester. Data collection was carried out through interviews, observation, and documentation, while data analysis was carried out qualitatively, comprising data reduction, verification, and conclusions. The findings obtained revealed that the professional competence of prospective elementary school teachers was adequate but could be improved. According to the interviews, they were able to develop a scientific mindset in preparing lesson plans with subject mastery based on basic competencies and learning objectives. In fact, four participants were able to develop lesson plans using project-based learning models. In the analysis process, it was also found that these prospective elementary school teachers were able to integrate TPACK, meaning they knew how to link material with the use of technology and were able to teach it in simulation activities carried out in class. However, some of them still struggled to make project-based learning plans, especially in designing projects relevant to teaching materials. Overall, it can be concluded that the professional competence of prospective teacher students was adequate but could be improved, particularly in their capacity to design projects relevant to the material and learning objectives in elementary schools.