For many students, studying abroad is more than just an academic opportunity but also a journey of self-discovery. This is certainly true for Rizkya Laili Trianisa (Nisa), an English Department student from Universitas Gadjah Mada (UGM), batch 2024, who is currently participating in a one-semester exchange program at Jeonbuk National University (JNU) in South Korea. The program, which is part of a partnership between JNU and UGM, offers students the chance to broaden both their academic and cultural perspectives. Nisa first learned about this opportunity through the Office of International Affairs in UGM (OIA UGM), as she shared, “I found the information through OIA’s social media and website.” 

Her decision to study in South Korea was not merely influenced by the global popularity of K-culture, but rather by a deeper sense of familiarity. Having previously spent three semesters in Korea during her high school years, Nisa already had some understanding of the country and its environment. “I think my sense of similarity with Korea plays a big role,” she explained. This sense of connection was further strengthened by her choice of Jeonbuk National University, which is located in Jeonju—a city often compared to Yogyakarta by Indonesian students. “A lot of Indonesian people think that Jeonju is similar to Jogja” she said, describing both cities as places rich in historical culture with a rhythm of life that is “a bit slower yet still hectic, just like Jogja.” 

Before departing, Nisa prepared not only in practical terms but also mentally. She emphasized the importance of keeping an open mind when entering a completely new environment. This mindset proved especially useful when she arrived in South Korea during the transition from winter to spring. “The very cold weather shocked me,” she admitted, recalling the snowy rain and strong winds she encountered. Despite anticipating the cold, experiencing it firsthand was entirely different. However, instead of allowing the shock to overwhelm her, she chose to see it from a different perspective. “Before coming here, I told myself that everything is new. I wanted to learn everything from zero. So instead of shocking, it is more fascinating”, she reflected.

Like many exchange students, Nisa also faced challenges during her time abroad. Not everything went according to plan, and many of the difficulties she encountered were beyond her control. Nevertheless, she found strength in the people around her. Being surrounded by fellow students who were going through similar experiences helped her cope with these challenges. “One thing that I like is the fact that I am not alone. I have friends to talk to about what we should do to make our journey better and more memorable.” With this support system, she gradually developed a more resilient mindset, believing that “every day is like a new page and a new chance,” a perspective that continues to guide her throughout the program. 

Academically and personally, this exchange program has brought meaningful changes to Nisa’s life. She has become more confident and proactive in class, something she previously struggled with. “I try to be more proactive… I voice my opinions and ask questions,” she explained. At the same time, being exposed to a diverse international environment has broadened her perspective. These experiences continue to shape her growth as she strives to become a better version of herself.

Reflecting on her journey, Nisa encourages other students to carefully consider their own paths before applying for an exchange program. She points out that UGM offers numerous opportunities for studying abroad, and choosing the right one requires self-awareness. “UGM actually has tons of programs and exchange opportunities,” she noted. “Take your time acknowledging who you are and who you want to be, and match that with the program offered.” For Nisa, this experience has been nothing short of transformative. As she concluded in her own words, “This exchange journey is such a life changer for me—it shifted my perspective, developed my lifestyle, and improved my daily habits.” Through moments of challenge, adaptation, and discovery, her story reflects how studying abroad is not just about changing places, but about growing into someone new.

[English Literature, Maulina Artyansa]

Yogyakarta, April 7, 2026 – Students of the Master’s Program in Archaeology, Department of Archaeology, Faculty of Cultural Sciences, Universitas Gadjah Mada (UGM), conducted a field study as part of the Museum Collection Conservation course at the Affandi Museum and the Kotagede area on Tuesday, April 7, 2026.

The activity was supervised by Mrs. Dr. Mahirta, M.A., as the course lecturer, alongside Mrs. Mimi Savitri, M.A., Ph.D., and was attended by 11 students. The field study formed part of the learning process, providing students with the opportunity to carry out direct observations, particularly in relation to the conservation of museum collections and cultural heritage areas.

At the Affandi Museum, students observed museum curatorial arrangements, collection management, and conservation practices applied to various collection objects. Through this activity, students were expected to become familiar with different types of museum collections and their handling methods, while also understanding that each object requires a conservation approach tailored to its specific characteristics.

The field study continued with a visit to the Kotagede area. At this site, students observed the cultural heritage landscape and identified various conditions related to preservation efforts, including recognizing cases encountered in the field and understanding possible approaches to addressing them.

Through this series of field activities, students gained an understanding of conservation principles and their application, both in museum contexts and in cultural heritage areas. In addition, the field study introduced fundamental aspects of museum management and curatorial concepts as part of preservation practices.

[Archeology, Muhammad Irsyad]

Amid the overwhelming flow of information, writing is often reduced to a mere technical skill—the ability to arrange words so they read smoothly. Yet in an academic context, writing is fundamentally an intellectual act: a way of thinking, responding, and ultimately taking a position in relation to reality.

In a workshop organized by the Master’s Program in Literature at the Faculty of Cultural Sciences, Universitas Gadjah Mada, Prof. Dr. Aprinus Salam, M.Hum. emphasized that students should not remain confined to the classroom. Ideas, he argued, must be brought into the public domain—into mass media and shared spaces where discourse is exchanged and debated. “Students need to be present in the public sphere through their writing. It is also important to include institutional affiliation as a form of academic responsibility,” Aprinus noted.

There is often a noticeable gap between academia and the wider public. Overly technical language, ideas circulating within limited circles, and a tendency to write merely for assignments can strip knowledge of its broader relevance. This is where the essay finds its significance.

Unlike formal academic writing, essays do not demand rigid structures. They allow space for subjectivity, reflection, and even doubt. Paradoxically, this is precisely where their strength lies—in the courage to take a stance, not merely present data.

However, this freedom is not without direction. Essay writing still requires strategy. There is a long, often invisible process behind it: reading, experimenting, failing, and trying again. Prof. Aprinus illustrated that the journey of writing can be winding—from critiques that fail to “break through” to discovering more nuanced, even ironic ways of expressing ideas.

Writing, then, is not only about the end result, but about the process of finding one’s voice.

One approach offered is to use literary works as a lens for interpreting reality. Fiction is no longer seen as a separate world, but as another way of understanding the real one. From there, writers can build bridges between imagination and concrete social conditions.

Depth, too, becomes essential. In an age that favors speed and superficiality, there is a call to slow down and immerse oneself in a single idea, figure, or perspective until it is fully internalized—not to imitate, but ultimately to move beyond it.

In this session, there was no conventional Q&A. Instead, participants were invited to reflect directly through reviews of the essays they had previously submitted. The feedback may have seemed simple, yet it touched on fundamental aspects: appropriate length, fresh and relevant titles, and the courage to take a clear stance.

What may appear technical, in fact, conceals deeper questions: for whom do we write, and why?

When students begin to write for mass media, they are not merely practicing a skill—they are assuming a role. They step into the public sphere as thinking individuals who do not simply consume information, but actively produce it.

At this point, writing becomes more than just an academic exercise. It becomes a path home—a way for intellectuals to reconnect with the very reality that gave rise to them.

[Master of Arts in Literature, Khotibul Umam]

Amid the noise of everyday life, many things seem to unfold as if by default: traffic jams, crowded markets, and casual conversations in digital spaces. Yet for a social scientist, these are far from ordinary occurrences. They are living “texts,” rich with meaning and waiting to be interpreted more deeply.

During a Social and Cultural Essay Writing Workshop held on Wednesday (April 8, 2026) by the Master’s Program in Literature at the Faculty of Cultural Sciences, Universitas Gadjah Mada, Prof. Dr. Agus Suwignyo, M.A. emphasized that the work of social scientists does not operate within fixed spatial boundaries. Their “laboratory” is life itself—a fluid, dynamic, and often unpredictable space.

According to Agus, social scientists inhabit a broad and ever-changing field of inquiry, as their object of study is human interaction across various dimensions of life. “All social phenomena—from traffic congestion to everyday habits—can serve as material for analysis that reflects social structures and public policy,” he explained.

He stressed that sensitivity is the key foundation of a social scientist’s work. With such sensitivity, seemingly mundane phenomena can be transformed into meaningful and critical analysis.

In the discussion session, participants highlighted the condition of social critics in Indonesia, who are perceived to face pressure from the state. Agus acknowledged that the situation is neither entirely hopeful nor entirely bleak. He argued that criticism will persist as long as social awareness remains alive within society.

“What matters is the courage to question reality while remaining grounded in one’s conscience,” he said.

He further asserted that subjectivity in social analysis is inevitable, but it must be anchored in rationality and a commitment to marginalized groups. This approach is essential for upholding social justice amid the complexities of power relations.

The discussion also addressed the shifting nature of social criticism—from what was once organic to forms that are increasingly complex due to interventions by various actors, including the state. In this context, social scientists are required to be more discerning in distinguishing between authentic, organic public voices and those that are manipulative.

Ultimately, being a social scientist is not only about analytical ability, but also about maintaining integrity. As reality becomes increasingly blurred, perhaps the only reliable compass is conscience—constantly reminding us that the primary task of social science is not only to understand humanity, but also to stand up for it.

[Master of Arts in Literature, Khotibul Umam]

Archaeology students took part in a tutorial session for the Data Analysis Methods course held in the laboratory as part of their learning activities. This session represents one of the topics covered in the tutorial, focusing on the introduction to the Mohs scale and various types of rocks as part of archaeological data. During the session, students learned how to identify mineral hardness levels and understand the characteristics of rocks commonly found in archaeological contexts.

Dr. Mahirta, M.A., as the course lecturer, guided the tutorial session in the laboratory. Through this guidance, students were able to engage in direct observation while deepening their understanding through hands-on practice. In addition to strengthening analytical skills in processing archaeological data, the activity also supports the development of more applied and contextual learning, contributing to the advancement of quality education.

Writer:  Muhammad Irsyad
Photo: Dr. Mahirta, M.A.