Internalization of Value Education in Geography Learning on the Topic of Indonesian Geopolitics and Geomaritime, Phase F, Grade XI

Abstract

This article discusses the process of value-based education internalization in Geography learning, focusing on the topic of Geopolitics and Geomaritime Indonesia for phase F students (Grade XI). In this context, value internalization is understood as a learning process that not only emphasizes cognitive understanding of concepts, but also cultivates affective awareness, ethical responsibility, and students' national identity comprehensively. This study employed a descriptive qualitative approach involving Grade XI students at SMA Labschool Cirendeu, who explored the topic of Indonesia's strategic position and national challenges through a value-integrated strategy. Data were collected through participatory observation, analysis of student learning documents such as worksheets, mind mapping products, and value reflections written by students. The results indicate that the integration of value-based education inspired by Ki Hajar Dewantara‟s educational philosophy, combined with the concept of “Wawasan Nusantara” and maritime geoliteracy, successfully fostered students' spatial awareness, nationalism, and civic responsibility. Learning strategies such as thematic discussions, collaborative projects based on current issues, and reflective writing effectively promoted students' active engagement both cognitively and affectively. Students not only grasped concepts such as national resilience, territorial disputes, and Indonesia as a global maritime axis, but also demonstrated critical responses and ethical commitments to these issues. These findings affirm that value-oriented geography learning can bridge the mastery of knowledge with the development of national character. Recommendations include cross-disciplinary curriculum integration, the consistent provision of reflective spaces as a form of value actualization in civic life.