This study aims to determine the profile of teacher TPACK and its effect on teacher skills in integrating ICT in online learning during the Covid-19 pandemic. The population of this study were teachers of Economics in all regions of Indonesia, while the sample obtained was 271 respondents through convenience sampling technique and using a research instrument in the form of a questionnaire with a total of 20 items. The research method used is descriptive quantitative. The results showed that the average score of the seven components of TPACK was more than 80%, namely TK, PK, CK, TPK, TCK, PCK, and TPACK respectively 81.5%, 83.1%, 87.5%, 84 .0%, 86.3%, 85.3%, and 84.1%. Then, the integration of teacher ICT during online learning consisting of preparation of ICT-based learning, process of ICT-based learning, and evaluation of ICT-based learning has an average score of 87.3%, 84.7%, and 85.4%, indicating that the average score the ICT integration of teachers is more than 84%. So it can be said that a high TPACK can affect teacher skills in integrating ICT during online learning, especially during the current Covid-19 pandemic. For future research, it is possible to test the validity of this instrument and the relationship and influence of the TPACK variable factors on the integration of ICT teachers

This study examines the structural relationship between the components in TPACK. The sample of this study was 98 economics teacher candidates at Sebelas Maret University Surakarta, Indonesia. This research design is quantitative with structural equation modeling (SEM) analysis techniques. The results of this study indicate that the questionnaire is valid and reliable and the hypothesis shows that there is a significant influence between the TPACK components except TK, PK, and CK on TPACK. The results of the study can be used as reference material for future research using instruments that have been tested for validity and reliability in teachers who have taught during the pandemic to determine the TPACK of post-Covid-19 teachers who carry out online learning.

<span>The purpose of this study was to examine an effect of technological pedagogical and content knowledge (TPACK) on information and communication technology (ICT) integration in Indonesia with moderated by creativity. The data for this study was taken from respondents consisting of 405 Economic Teachers using voluntary sampling techniques. The survey method for this quantitative research was conducted by distributing questionnaire to respondents and were developed according to current condition and have fulfilled the requirements for confirmatory analysis test. Inferential analysis using a structural equation model analysis technique with moderating effect shows that TPACK has a positive and a significant effect on ICT integration (β = 0.143, p = 0.008&lt;0.05). The interaction of creativity with TPACK has no positive and no significant effect on ICT integration (β = -0.037, p = 0.238&gt;0.05). The creativity has a positive effect and significant effect on ICT integration (β = 0.513, p = 0.00&lt;0.05). Based on these study results, variable creativity is not a pure moderator rather moderator predictor which means it acts as a predictor or mediator variable. This study can provide useful information that can be used as a stakeholder in providing teachers with opportunities to increase their creativity or as the foundation for future research into measuring teacher creativity as a predictor or mediator variable.</span>