<![CDATA[Geography as a secondary school subject plays an important role in developing students’ spatial literacy, environmental awareness, and regional analysis skills. Curriculum reforms in Indonesia through the Merdeka Curriculum and the implementation of the Kurikulum Standard Sekolah Menengah (KSSM) in Malaysia reflect different approaches to positioning Geography in the school curriculum. This study aims to compare the status of Geography within the secondary school curriculum structures of Indonesia and Malaysia and to analyze their strengths and weaknesses. A qualitative descriptive-comparative method was employed through analysis of official curriculum documents, literature review, interviews, and focus group discussions. Data were analyzed using SWOT analysis. The findings indicate that the Merdeka Curriculum positions Geography flexibly, emphasizing project-based learning, environmental and disaster issues, and geospatial technology. In contrast, KSSM places Geography as a compulsory subject with a consistent national structure, detailed learning standards, and strong emphasis on physical geography and fieldwork. The study implies that Geography curriculum development should integrate instructional flexibility with clear achievement standards to improve the quality of secondary education.]]>
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