The Geography Education Curriculum as the FKIP UMMAT Study Program’s Academic Identity

This article examines the role of the curriculum as a representation of the scientific identity of the Geography Education Study Program at the Faculty of Teacher Training and Education (FKIP), Universitas Muhammadiyah Mataram. The curriculum is understood not merely as a structure of courses, but as a reflection of graduate competency development, institutional values, and the contextual needs of the region. This research employs a qualitative descriptive approach, including curriculum document reviews, interviews with lecturers teaching core courses, and observations of classroom and field learning practices. The article focuses on how the Geography Education Study Program curriculum is designed to reflect the geospatial uniqueness of the West Nusa Tenggara (NTB) region, integrate progressive Islamic values, and strengthen the pedagogical and professional competencies of future geography teachers. The findings indicate that the curriculum has distinctive features, such as its emphasis on disaster and environmental studies, the use of geospatial technology, and outdoor learning aligned with NTB’s geographical conditions. Moreover, the integration of academic dimensions, cultural locality, and Islamic values establishes the curriculum as a central pillar of the program’s identity. The article recommends strengthening periodic curriculum evaluations, expanding collaboration with external institutions, and developing innovative learning models rooted in local character to enhance the scientific standing and visibility of the Geography Education Study Program at both national and international levels. Keywords: Curriculum, Geography Education, Identity, FKIP UMMAT, Contextual.