<![CDATA[National education currently faces complex challenges in the globalization era, where technological advancements often outpace the emotional and moral maturity of the younger generation. The phenomenon of character degradation and the erosion of cultural identity necessitates a reinforcement of value education, which is frequently sidelined by purely academic targets. This study aims to deeply analyze the concept, implementation strategies, and impact of value education within the Indonesian national curriculum, as well as conduct a comparative study with education systems in developed countries. Employing a qualitative approach with a library research method, this study examines literature related to educational policies, pedagogical theories, and global practices. The results indicate that the implementation of value education in Indonesia does not stand alone but is integrated through the synergy of the "Tri Pusat Pendidikan" (school, family, community) and internalized within various subjects and school culture. Comparative analysis reveals significant philosophical differences: while Finland is based on trust and flexibility, and Japan emphasizes strict discipline through moral subjects (Doutoku), Indonesia is characterized by a foundation of religious values and the spirit of mutual cooperation (gotong royong/Pancasila). The study concludes that value education is not merely a curriculum supplement, but a fundamental instrument to control the flow of globalization and ensure the educational process continues to humanize individuals. Its long-term impact is the formation of a civilized, tolerant society and a workforce with high integrity to support sustainable national development.]]>
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