Yogyakarta, 31/05/2025 – Another proud achievement came from mahadaya (students of Cultural Sciences). Nurcholish Ramadhan, a 2024 student from the Department of Javanese Language, Literature, and Culture, Faculty of Cultural Sciences UGM, successfully directed the production of a theater performance entitled Sat-Set. The show was performed by Teater Berdaya in Prabusena (Cultural, Art, and Islamic Appreciation Stage of PD IPM Bantul) 2025 on Saturday night, May 31, 2025 at 20.00 WIB, at the 1st Floor Hall of the Da’wah Building of PDM Bantul.

Sat-Set Theater tells the story of the love journey of Fikar, a 28-year-old man, the son of a panewu (sub-district head), who falls in love with Alya – the daughter of his late father’s best friend. An accidental meeting in the square is the beginning of Fikar’s love story. After some research, Fikar learns that Alya is the daughter of Paklik Pram, his father’s old friend. They stay close for a month, but Fikar never proposes. To provoke Fikar’s sincerity, Paklik Pram created the rumor that Alya would be married off. The plan worked. Although Fikar initially only expressed his feelings in front of Paklik and Bulik Pram, he finally received their blessing. Later, Fikar went to the park where he often visited with Alya. There they meet again after not seeing each other for several days. Finally, Fikar expresses his love and immediately asks Alya to marry him.

The uniqueness of Sat-Set theater lies in its source of inspiration. Nurcholish Ramadhan said that Sat-Set was inspired by Serat Riyanta, a Javanese literary work written by R. B. Soelardi in 1918. In an online interview conducted on June 12, 2025, Nurcholish explained that his interest in the fiber began with a course assignment. “After I read Serat Riyanta from beginning to end, I was interested and liked the story, so I had an idea to translate it into a performance,” he explained.

The production process of the performance was not free from challenges. Nurcholish mentioned that the limited duration required him to summarize the narrative of Serat Riyanta effectively, without losing the essence of the story. In addition, funding constraints were also an obstacle. Nevertheless, he was grateful that the performance could run optimally.

“Through this performance, I learned to go deeper into the work that was referred to when it was adapted into a theater script. Then, I feel happy to be able to accommodate the potential and talents of my fellow Muhammadiyah students in the arts,” he said.

Sat-Set Theater is a tangible form of nguri-uri ‘preserving’ and ngurip-urip ‘enlivening’ regional arts, literature, and culture. Past literary works hold a wealth of historical values, knowledge, moral and didactic teachings, and interesting stories to be revived. Through the excavation, preservation and utilization of these cultural treasures, the community not only benefits sustainably, but also builds a sense of pride in the nation’s noble identity. As Nurcholish said at the end of the interview. “A history and culture will always be preserved when there are people who want to nyinau (learn) and adum ilmu (share knowledge),” he concluded.

[Haryo Untoro]

Yogyakarta, 14/06/2025 – As a student, maintaining a balance between academic and non-academic activities is essential. Keysha Almira, a 2023 undergraduate student in Tourism, has exemplified this well. After performing as a Color Guard in the Marching Band UGM concert titled “Pangupajiwa: Marta Sang Mahapatih Gadjah Mada” in November 2024, she has now shifted her focus to becoming a Drill and Display coach of Marching Band UGM.

Keysha’s daily routine mirrors that of many students. From morning to afternoon, she focuses on her academic responsibilities, while her evenings are devoted to coaching fellow members of the Marching Band UGM. Her commitment reflects strong time management skills, which she considers crucial for balancing academic and extracurricular pursuits. To maintain this balance, Keysha organizes her schedule by creating daily to-do lists and using Google Calendar. This method helps her avoid scheduling conflicts and ensures she can allocate time for both her studies and her passion in the marching band.

According to Keysha, balancing academic and non-academic activities is very important. “You can’t just study in class all the time. As students, it’s also important to develop our passions outside of academics,” she said. Her perspective highlights the importance of holistic student development, in line with the Sustainable Development Goals (SDGs) which emphasize quality education.

Keysha encourages her peers not to hesitate in exploring activities beyond their academic curriculum. “Don’t be afraid to explore things outside of academics. As long as your time management is structured, everything will be fine,” she advised. This mindset not only supports personal growth but also contributes to a well-rounded campus life.

Marching Band UGM has long served as a platform for students to express their creativity through music and teamwork. With the routines she’s building, the band is expected to enhance its performance quality, especially in the Drill and Display segment. Keysha’s role as a coach stands as proof that students can develop their potential through non-academic activities as well.

Through her journey as both a student and coach, Keysha aims to inspire others to pursue their passions while remaining committed to their academic responsibilities. Her story serves as a reminder that with proper planning and dedication, students can achieve a fulfilling and balanced university experience.

In conclusion, Keysha Almira’s journey reflects the importance of structured development in both academic and non-academic fields. Her proactive approach to time management and her passion for the arts contribute meaningfully to her personal growth at Universitas Gadjah Mada.

[Humas FIB, Alma Syahwalani]

Yogyakarta, 06/13/2025 — The Department of Cultural Anthropology presented Mike McGovern from the University of Michigan as a resource person in a seminar entitled “Resentment Three Ways: Is Resentment Politically Destructive, or Can it be Constructive?” Cultural Anthropology students attended this event to explore the complex nature of resentment and its impact on society.

In his presentation, Mike McGovern highlighted that most European thinking on resentment follows the views of Friedrich Nietzsche, who belittled this sentiment as part of a “slave rebellion in morality,” which he said characterized Judeo-Christian culture. According to Nietzsche, resentment is considered an emotion that is past-oriented, childish, and ultimately detrimental to the individual who experiences it.

This seminar aims to explore the multifaceted nature of resentment, especially in the context of education and conflict resolution. Mike McGovern emphasized that understanding resentment is essential to fostering dialogue and promoting peace in societies that end conflict. He argues that hurt can lead to destructive political outcomes or serve as a catalyst for constructive change, depending on how it is managed.

Mike McGovern brings together three case studies from Myanmar, Guinea, and the United States to illustrate how hurt operates in different social and economic contexts, each producing different trajectories and outcomes. In Myanmar, for example, hurt has fueled protracted ethnic conflict, divisions, and hampered progress toward reconciliation. Meanwhile, the situation in Guinea shows how collective hurt over colonial legacies has fueled movements toward social justice and political reform.

Throughout the seminar, McGovern encouraged participants to reflect on their own experiences with hurt and consider how these feelings can be transformed into positive action. He emphasized the importance of education in this process, as it provides individuals with the tools to engage in constructive dialogue and resolve conflict.

As the seminar concluded, participants left with a new understanding of the dual nature of hurt. While it can be a source of discord and conflict, it also has the potential to inspire change and foster unity when approached thoughtfully. The event emphasized the importance of addressing emotions such as hurt in efforts to achieve sustainable development goals, especially in the areas of education and conflict resolution.

[Humas FIB UGM, Candra Solihin]

Yogyakarta, 31/05/2025 – At INCULS (Indonesian Language and Culture Learning Service), learning Bahasa Indonesia goes beyond the classroom. One of the approaches used is contextual learning—bringing students closer to the culture behind the language. A perfect example of this was the recent field trip to Borobudur and Prambanan Temples on May 31, 2025, with the 2024/2025 KNB (Kemitraan Negara Berkembang) scholarship students. Both temples are UNESCO World Heritage Sites that hold rich historical and cultural significance, making them ideal learning destinations.

The journey began early in the morning at the Faculty of Cultural Sciences, with participants traveling by bus. After a two-hour ride, the group arrived at Borobudur Temple in Magelang. There, students climbed the temple while listening to explanations from a local guide about the history, architectural structure, and philosophical meanings behind the stone reliefs carved into the temple walls. The interaction between the students and the guide was active and lively, with many students asking questions, recording the explanation, and taking photos to document the experience.

After exploring Borobudur, the group headed to Kampung Ulam Restaurant for lunch.The menu featured traditional dishes such as Javanese style fried chicken, empal bacem, sautéed vegetables, tempe, sambal, and crackers. Beyond being a break from the trip, the lunch provided an opportunity to experience local food culture in a friendly and relaxed setting.

The journey continued to Prambanan Temple in Sleman, Yogyakarta, where the group arrived around 4 p.m. Despite the cloudy weather, the visit went smoothly. At the site, students listened to further explanations from the guide about the history of Prambanan, the values reflected in its reliefs, and the legend of Roro Jonggrang, which is closely linked to the temple’s origin story.

This field trip was more than just a sightseeing tour. It was part of INCULS commitment to making language learning more meaningful. By visiting cultural and historical sites, students not only improve their language skills, but also develop a deeper understanding of Indonesian identity and traditions. Experiences like this help students connect more personally with the language and culture, and also a great way to build friendships and memories during their time in Indonesia.

Yogyakarta, 10/06/ 2025 – Amid the growing tide of global mobility and cultural exchange, the role of a tutor goes beyond simply teaching a language, it has evolved into that of an intercultural mediator, helping to strengthen mutual understanding across nations. Yohan Akbariantoro is one such tutor who embraces this role with dedication. A student from the 2022 cohort of the French Language and Literature Program at Universitas Gadjah Mada, Yohan joined the Indonesian Culture and Language Learning Service (INCULS) in 2023 and has since been actively involved in various Bahasa Indonesia for Speakers of Other Languages (BIPA) teaching programs, including Kokushikan University (2023 and 2024), Monash Global Immersion 2024, Development Studies Immersion Program (DSIP) 2024, and the Developing Countries Partnership Scholarship (KNB) 2023–2024.

Among all the programs he has participated in, KNB left the most lasting impression on Yohan. His connection with student such as Mohammad Albohisi from the 2023–2024 KNB cohort extended beyond the classroom. Their communication continues to this day, demonstrating how language learning can foster meaningful and lasting interpersonal networks. This experience also illustrates the vital role language education plays in cultivating global understanding.

At first, Yohan lacked confidence due to his limited prior experience in BIPA instruction. He therefore chose a student-centered approach, sharing cultural trivia about Indonesia—such as interesting places, local customs, and culinary highlights. He often initiated conversations about students’ daily lives, classroom challenges, or plans during their stay in Indonesia. This approach opened up more relaxed and personal discussions, helping students feel at ease. When learners encountered difficulties—for instance, unfamiliar vocabulary—Yohan was quick to collaborate and explore solutions with them, such as using dictionaries together.

Through this teaching process, Yohan also learned how to navigate and challenge stereotypes. During his early interactions, he admitted to some initial uncertainty about the students’ cultural backgrounds. However, as relationships developed, these assumptions gradually faded. He worked to maintain open and respectful interactions. When confronted with differing social norms, such as views on alcohol consumption, he emphasized the importance of contextual awareness and appropriateness in time and place. He also actively avoided bias by treating each student with equal respect, regardless of origin.

Teaching students from diverse programs has enriched Yohan’s understanding of learner dynamics. Male students from Kokushikan University in 2023 tended to be highly academic, while those in the following year’s cohort were more exploratory and open. KNB students were generally very ambitious due to their academic degree pursuits. Meanwhile, female students from the DSIP program were more focused on classroom content, making off-topic interactions more limited. Each program brought its own unique rhythm, and Yohan adapted his teaching style to suit each one’s goals. He also favored the use of informal language in class to create a more relaxed learning atmosphere.

Beyond the classroom, Yohan often took students to cultural sites such as Sonobudoyo Museum, Malioboro, Wisdom Park, and Mirota Kampus. These excursions aimed to deepen their real-world understanding of Indonesian culture. He also regularly consulted with lecturers to gain further insight into guiding students effectively.

Nevertheless, the tutoring journey has not been without its challenges. Maintaining balanced and dynamic interactions was sometimes difficult, particularly when students viewed tutoring sessions as mere formalities. Teaching grammar also required precision; Yohan admitted that he initially struggled to explain affixes and chose instead to focus on one concept at a time to make the material easier to digest. Language barriers also emerged—especially when students were not fluent in English or still learning Indonesian. Additionally, Yohan learned to remain professional despite personal challenges. Interestingly, the tutor role sometimes extended to that of a confidant, as students often felt more comfortable sharing personal stories with a peer.

For Yohan, being a tutor is not about being the primary teacher but rather a companion in the learning process. There is no obligation to “complete” the students’ learning, but rather to assist them through challenges and relay those to the main instructors as part of ongoing evaluation. A close relationship between tutors and lecturers is essential, as students often feel more comfortable expressing concerns to tutors. Yohan also believes that additional training should be provided for both tutors and instructors, so both understand their integral roles within the overall educational program.

Being a tutor has had a profoundly positive impact on Yohan. He has gained a greater appreciation for a cosmopolitan environment filled with diverse perspectives and backgrounds. The experience helped him become more open-minded and reduced tendencies toward stereotyping. His role also enhanced his intercultural communication skills and broadened his knowledge of other countries. It became a valuable opportunity to actively refine his language proficiency.

Looking ahead, Yohan hopes INCULS will continue to improve its teaching environment both in terms of infrastructure and operational support. He recommends that stronger bonds be developed between instructors and tutors to foster more harmonious collaboration. Moreover, he suggests that the faculty should no longer rely heavily on part-time personnel for heavy administrative tasks, as these duties fall outside the tutor’s core responsibilities.

In closing his reflection, Yohan emphasized that despite all the challenges, INCULS remains a warm, vibrant, and inclusive institution for everyone involved. He likens instructors and tutors to the face of INCULS, coordinators as its head, and administrative staff as the hands, feet, and lifeblood that keep INCULS moving forward. Through the dedication of tutors like Yohan, INCULS continues to build intercultural bridges that enrich global understanding.

[INCULS, Thareeq Arkan Falakh]