This descriptive study aims to describe chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) competence based on teacher perception and lesson plan analysis. Chemistry teachers' perceptions were obtained through the TPACK questionnaire, which was developed based on components in the TPACK framework. Meanwhile, the lesson plan analysis is carried out through a rubric developed based on the TPACK indicator for the lesson plan. The respondent was 86 chemistry teachers who teach in one Indonesian province. Sampling for the analysis of teacher perceptions was carried out through purposive sampling, and the sample lesson plans were selected from several respondents who filled out the TPACK questionnaire. Both data sets were analyzed descriptively. The results of the TPACK perception analysis of chemistry teachers on the components of TK, PK, and PCK show that they have sufficient ability. These results align with the analysis of the lesson plans they made, which are in the good category. In the CK and TPK components, chemistry teachers' perception shows they have sufficient ability. It is not in line with the results of the analysis of lesson plans which are in the poor category. In TCK component, chemistry teachers' perception shows they have less ability. These results are quite in line with the analysis of lesson plans which are in the very poor category. Finally, the results of the analysis on TPACK component show that chemistry teachers are unsure or doubtful about their abilities, while the results of the analysis of lesson plans are in the very poor category.

Review research that analyses topic based on empirical data reported in other studies is still rare. This study aims to determine the empirical evidence regarding the differences in educational characteristics in traditional, modern and globalised societies. This research uses qualitative approach through library research and review. The study results show that educational characteristics in traditional societies are still influenced by culture and kinship principles and have limited information and communication technology (ICT). On the other hand, educational characteristics in modern society are already using ICT, adjusting student needs and improving the quality of teachers and facilities. In addition, the characteristics of education in society in the globalisation era have no space and time boundaries, and most educational activities use ICT. Therefore, this research is expected to be source of information and reflection about the distribution of the quality of education, which has not been evenly distributed until now. Keywords: Characteristics of education, globalised era, modern era, society, traditional era