Curriculum 2013 in implementation implies that professional teachers in learning activities must be able to follow the learning process in the era of the industrial revolution 4.0 based on TPACK (Technology, Pedagogical, Content, Knowledge). However, learning in the era of the industrial revolution 4.0 requires teachers to utilize pedagogical abilities in integrating digital literacy technology and knowledge in developing creative content in accordance with the demands of the times. This study aims to describe the ability of teachers to implement the learning process of the 2013 curriculum based on TPACK which is focused on the countenance evaluation model: (1) antecedents, (2) transactions, and (3) outcomes. The method used in this research is a descriptive-qualitative approach by taking a population and random sampling from 100 teachers in one province in Indonesia. Data collected through questionnaire, documentation, observation, and interview methods. The results show that the ability of teachers to implement TPACK-based curriculum 2013 based on the Countenance Stake's analysis can be concluded that the lowest component among the components of knowledge, pedagogy, content, and technology is the ability to use technology. As a recommendation there needs to be serious attention to the procurement and improvement of school facilities and infrastructure especially those related to learning technology.