<![CDATA[Meaningful learning is prominent in current Indonesian educational reform, yet evidence on geography teachers’ perceptions and their association with continuing professional development (CPD) remains limited. This quantitative cross-sectional descriptive-comparative survey examined 94 geography teachers affiliated with the Geography Subject Teachers’ Forum in the Special Region of Yogyakarta, representing 61.8% of a defined population of 152 teachers. Perceptions were measured with a 71-item five-point Likert questionnaire covering cognitive, affective, conative, and socio-evaluative domains. Pilot testing with 37 geography teachers outside Yogyakarta yielded item correlations of 0.326–0.711 and Cronbach’s α = 0.957. Teachers reported strongly positive perceptions overall (M = 296.72, SD = 32.56; 95% CI [290.05, 303.39]), with 91% classified in the high category. Welch ANOVA, Kruskal–Wallis H, and Mann–Whitney U comparisons found no significant domain differences by CPD frequency or predominant CPD type (all p > .05), and reported effect sizes were negligible to small. Participation frequency and broad activity type therefore weakly differentiated perceptions in this sample. Future research should examine CPD quality, disciplinary relevance, collaboration, feedback, and verified classroom enactment. These findings suggest that improving geography teachers’ meaningful learning perceptions may require a shift from increasing CPD participation frequency toward designing high-quality, contextually relevant, and practice-oriented professional learning experiences.]]>
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