Exploring geopolitical understanding through an integrated role play, mindfulness, and geospatial learning sequence in senior high school geography

Yulia Enshanty (Master's Program in Geography Education, Graduate School, Universitas Siliwangi, Tasikmalaya, West Java 46115)

Journal of Environment and Geography Education
Vol. 3 No. 1: (February) 2026

Background: Geopolitics is a complex component of senior high school geography because students must connect strategic location, territorial relations, international cooperation, and spatial processes. This study examines an integrated learning sequence combining mindfulness, diplomatic Role Play, Blind Navigation, mission-envelope inquiry, geospatial exploration, and reflection. Methods: A descriptive qualitative design was employed in one Grade XII class of 36 students at a public senior high school in Sukabumi Regency, West Java, Indonesia, during the 2025/2026 academic year. The 135-minute session generated data through classroom observations, field notes, student reflections, discussions, presentations, worksheets, photographs, and learning documentation. Data were analyzed through data condensation, thematic coding, cross-source comparison, and conclusion verification. Findings: Three themes emerged: active participation and collaboration, contextual geopolitical and spatial reasoning, and learning readiness and reflection. Students engaged in communication, negotiation, spatial instruction, and case interpretation. They connected Indonesia’s geographical position with maritime connectivity, trade routes, regional cooperation, environmental concerns, and strategic considerations. Digital maps supported the examination of relevant locations and spatial relationships. Student reflections indicated that mindfulness provided a useful transition into learning activities. Conclusion: The integrated sequence provided a contextual and participatory approach to teaching geopolitical concepts. The findings represent observed classroom patterns and student experiences rather than evidence of causal effectiveness. Future research should examine learning outcomes using longer implementation periods, validated instruments, larger samples, and quantitative or mixed-method designs. Novelty/Originality of this article: This study integrates mindfulness, diplomatic role play, spatial communication, and geospatial inquiry within a single geography learning sequence to support students’ understanding of geopolitics.