The Studio Ghibli anime film Kiki’s Delivery Service, directed by Hayao Miyazaki, presents a story that remains relevant to the realities of young migrants, particularly university students. Through a simple yet meaningful narrative, the film invites audiences to reflect on the process of growing up, independence, and the importance of maintaining mental well-being during the transition into adulthood.

Kiki’s Delivery Service follows the journey of Kiki, a 13-year-old young witch who decides to leave home and live away from her family in order to learn independence. In an unfamiliar city, Kiki struggles to survive by running a delivery service using her ability to fly. At the beginning of her journey, she is portrayed as enthusiastic, confident, and optimistic about her new life.

However, as time passes, Kiki begins to face various challenges. Feelings of exhaustion, self-doubt, and the tendency to compare herself with others lead her into an identity crisis. This condition even affects her magical abilities, causing her to lose her power. Through this conflict, Kiki’s Delivery Service illustrates that the process of growing up does not always run smoothly and is not solely about achievements, but also about failure, uncertainty, and learning to accept oneself.

Kiki’s experiences closely resonate with the lives of young migrants, especially students who live far from their families. The initial excitement of gaining freedom often turns into the realization that independent living comes with great responsibility. Academic pressure, demands for productivity, and constant exposure to others’ achievements frequently generate feelings of insecurity and stagnation. In such circumstances, a supportive environment and a strong support system play a crucial role in maintaining emotional balance.

More than mere entertainment, the anime film Kiki’s Delivery Service conveys an important message about giving oneself space to rest. The film emphasizes that feeling tired is not a sign of failure, but a natural part of the growth process. This message aligns with the Sustainable Development Goals (SDGs), particularly Goal 3, Good Health and Well-being, which highlights the importance of mental health as a component of individual well-being. In addition, the film also reflects SDG Goal 4 on Quality Education, especially learning through life experiences, as well as SDG Goal 8 on Decent Work and Economic Growth, as seen in Kiki’s efforts to work independently and adapt to a new environment.

Through Kiki’s story, the film encourages students and young migrants to recognize that everyone grows at their own pace. Taking time to breathe, understand oneself, and accept the process are essential steps in the journey toward adulthood.

[Public Relations FIB UGM, Alma Syahwalani]

Source: Studio Ghibli anime film Kiki’s Delivery Service directed by Hayao Miyazaki (released in 1989)

Photo source: Kiki’s Delivery Service Original 1989 Japanese B5 Chirashi Handbill – Posteritati Movie Poster Gallery

Javanese script is one of the traditional writing systems in Indonesia that is still known and used today. This script is classified as an abugida or syllabic script and is part of the Kawi script family (Maulana, 2020). Since ancient times, Javanese script has played an important role in documenting various knowledge, cultural values, and literary works recorded in Javanese manuscripts.

Technological developments and globalization have had a significant impact on patterns of communication within society. The increasingly dominant use of the Latin alphabet, particularly among the younger generation, has led to the Javanese script and other regional scripts being marginalized. The lack of use in everyday life has the potential to result in a decline in the ability to read and write Javanese script among future generations.

This situation calls for revitalization efforts that can adapt regional scripts to the changing times. This revitalization is an effort to introduce the script symbolically and encourage its active use today.

One form of Javanese script revitalization that is relevant to technological developments is through the provision of Javanese fonts. Fonts are digital representations of scripts that enable their use on various platforms, such as computers, devices, digital documents, and online media.

The existence of Javanese fonts facilitates the learning and teaching process, as the script can be written, read, and studied in a practical manner. In addition, Javanese fonts also open up opportunities for the use of script as an aesthetic element in graphic design and creative works. 

To date, various Javanese fonts are available and accessible through various media. However, in order for their use to be sustainable, both for writing and aesthetic purposes, the use of license-free Javanese fonts is a more appropriate choice.

License-free fonts allow for widespread use without legal barriers or licensing fees. This greatly supports the use of Javanese script by educational institutions, cultural communities, designers, and the general public. 

As a form of support for the preservation of Javanese script, in 2020 the Yogyakarta Special Region Cultural Office released a Javanese font developed by Apri Nugroho. There are two types of fonts introduced, namely nyk Ngayogyan and nyk Ngayogyan Jejeg. Both fonts can be downloaded via the following links:

• Fon nyk Ngayogyan

https://aksaradinusantara.com/fonta/nyk-ngayogyan.font

• Fon nyk Ngayogyan Jejeg

https://aksaradinusantara.com/fonta/nyk-ngayogyan-jejeg.font

In addition to providing fonts, the developers also provide installation guidelines, typing instructions, and keyboard layouts. These guidelines are intended to make it easier for users to install and use Javanese fonts correctly and consistently.

The use of Javanese script is also linked to Sustainable Development Goals (SDGs) 4 and 17. In the context of SDG 4 on quality education, the existence of Javanese script supports the provision of inclusive, contextual, and locally-based teaching materials, thereby facilitating the learning process and improving students’ cultural literacy. Meanwhile, the achievement of these goals cannot be separated from SDG 17 on partnerships for the goals, because the development and utilization of Javanese phonetic script requires collaboration between the government, academics, technology developers, cultural communities, and the wider community.

Author : Haryo Untoro

Editor : Haryo Untoro

Bibliography

Maulana, R. (2020). Aksara-Aksara di Nusatara: Seri Ensiklopedia. Writing Tradition Project

Students of the Javanese Language, Literature, and Culture Study Program, Class of 2025, Faculty of Cultural Sciences, Gadjah Mada University, staged a drama titled Weton Waton on Tuesday (12/16/2025). The performance took place at the Poerbatjaraka Auditorium, FIB UGM, at 6:00 p.m.

This activity was organized as part of the final exam assignment for the Communicative Spoken Javanese Language course taught by Dr. R. Bima Slamet Raharja, S.S., M.A. The performance of Weton Waton was directed by Safa Rahmatul H. as the production manager.

The drama Weton Waton tells the story of a domestic conflict between a husband and wife triggered by financial problems. The root of the problem lies in the husband’s decision to quit his job and get involved in cockfighting gambling. The ongoing conflict then prompts the wife’s parents to take the matter to a shaman. In the story, the shaman says that the couple’s domestic quarrels are caused by an incompatibility in their weton, which is called tiba pegat.

Through this performance, students sought to convey the message that problems should not be automatically attributed to a person’s character or nature based on their weton. In addition, this performance also presented knowledge about the concepts of dina, pasaran, and wuku, which are still believed by some Javanese people to be part of their tradition.

Based on an online interview with Yogi Setiyawan on December 28, 2025, the Weton Waton performance was a final exam assignment that required all students enrolled in the course to be directly involved in the performance. The theme of weton was chosen as an effort to highlight the tradition of calculating weton, dina, pasaran, and wuku that has developed in Javanese society.

“In preparing for the Weton Waton performance, our preparations can be said to still have a number of limitations. The challenges faced include script writing, group division, and funding constraints. From this process, we learned that good and open communication between members is very important in a performance,” said Yogi.

Yogi also expressed his pride in being involved in the premiere performance of the 2025 batch of students from the Javanese Language, Literature, and Culture Study Program. He hopes that this activity can be a first step towards producing better works in the future.

The performance of the Weton Waton drama was not only a means of practicing Javanese language skills orally, but also a platform for students to create and apply their language skills in the form of a performance. In line with the teachings of KGPAA Mangkunegara IV in Serat Wedhatama, which states that ngelmu iku kalakone kanthi laku or knowledge must be implemented through practice, this performance is a tangible manifestation of reviving enthusiasm for the Javanese language while honing students’ creativity. Through activities such as this, students are expected to continue to preserve and revive Javanese culture through concrete efforts that benefit the community.

[Javanese Literature and Culture Studies, Haryo Untoro]

The Japanese Language and Culture Study Program, Faculty of Cultural Sciences, Universitas Gadjah Mada, conducted an Educational and Community Engagement (PkM) activity on Tuesday, 7 January 2026, at SMA Budi Utomo Perak, Jombang Regency, East Java. This activity was carried out as a collaborative initiative with SMA Budi Utomo Perak as part of the school’s Japanese-themed event, Festival NIKKI: Nihon Chishiki (Japanese Knowledge). The festival was held under the theme “Exploring Insights: Japanese Philosophy and Global Career Opportunities” and aimed to introduce various aspects of Japanese culture while broadening students’ perspectives on academic pathways and career opportunities related to Japan. Through this program, lecturers and students from the Japanese Language and Culture Study Program participated as resource persons in a series of academic and educational activities.

The program was held over a full day and consisted of several interactive sessions. The team of lecturers delivered materials on key aspects of Japanese culture, including the concept of omotenashi as a form of wholehearted service, the notions of honne and tatemae in Japanese communication, an introduction to Japanese popular culture in everyday life, as well as an overview of employment opportunities and workplace culture in Japan. All materials were presented in an engaging manner and closely connected to contexts familiar to the students.

In addition to the lecturers’ presentations, students from the Japanese Language and Culture Study Program actively participated by visiting Japanese language classes. During these sessions, they shared firsthand experiences related to learning Japanese, university life, and student activities, providing participants with a direct glimpse into higher education. The series of activities concluded with Japanese performing arts presented by the student team, featuring both traditional and modern Japanese dances. The performances added to the festive atmosphere and were warmly received by the audience.

This collaborative program was successfully implemented and received positive responses from students, teachers, and the SMA Budi Utomo foundation. Participants’ enthusiasm was evident through their active involvement in discussions and question-and-answer sessions. Through this initiative, it is expected that students’ interest in Japanese language, culture, and Japan more broadly will continue to grow and serve as motivation for further study in the future. Similar collaborative activities are also envisioned to be conducted regularly on a broader scale.

Author: Barra Taura N.
Editor: Stedi Wardoyo

SMAN 1 Bantul held the Saba Tilik 6.0 X Saba Education Fair on Thursday (January 22, 2026). This event aimed to provide motivation and further educational information to students, especially final-year students, so they could gain a broader understanding of the world of higher education and study program options.

Two students from the Javanese Language, Literature, and Culture Study Program, class of 2025 at Universitas Gadjah Mada (UGM), who are also alumni of SMAN 1 Bantul, Nurul Fajri Rahmani and Tri Wulandari, participated as speakers. Their presence allowed them to share their academic experiences and introduce the various study programs at Universitas Gadjah Mada to the students.

In an online interview with Nurul Fajri Rahmani on Friday (January 23, 2026), the material focused on introducing the literary and cultural groups, specifically the Javanese Language, Literature, and Culture Study Program. Fajri also shared his experiences in pursuing higher education through the National Achievement-Based Selection (SNBP) and National Test-Based Selection (SNBT) pathways.

Fajri revealed that the main challenge in the event was students’ low interest in the Literature and Culture field. “Therefore, we strive to explain as well as possible the job prospects, academic potential, and the various benefits and interesting experiences that can be gained while studying in the Literature and Culture field,” he explained. This explanation is expected to broaden students’ horizons and change their perspectives on the study of literature and culture.

For Fajri, participating in the Saba Tilik 6.0 X Saba Education Fair was a truly memorable experience. Besides returning to his alma mater and meeting his classmates, he also had the opportunity to share stories and information about the world of college. He hopes that similar events can continue to be held on an ongoing basis to spark students’ interest and enthusiasm in pursuing higher education.

The Saba Tilik 6.0 X Saba Education Fair aligns with the Sustainable Development Goals (SDGs), particularly SDG 4, which focuses on quality education through providing inclusive and equitable access to information on higher education. Providing this information helps students make more conscious and informed educational decisions. More broadly, this activity also intersects with SDG 11 (Sustainable Cities and Human Settlements), namely by increasing literacy and insight in educational communities, which are the foundation for the formation of an informed and sustainable society. The collaboration between secondary schools and universities in this activity also reflects the implementation of SDG 17, namely partnerships to achieve sustainable development goals through synergy between educational institutions.

Author : Haryo Untoro
Editor  : Haryo Untoro