Yogyakarta, 30 June 2025 – A total of 13 students from three higher education institutions are participating in an international collaborative program in the field of archaeology, organized by the Australian National University (ANU) and Universitas Gadjah Mada (UGM), in cooperation with the National Research and Innovation Agency (BRIN). This program is part of efforts to strengthen cross-national academic collaboration while providing a platform for knowledge exchange and research experience in the fields of culture and archaeology.

The program involves 4 students from ANU, 5 students from Universitas Gadjah Mada, and 4 students from Udayana University. The activities are held in two main locations: the Department of Archaeology, Faculty of Cultural Sciences, Universitas Gadjah Mada, and Lombok Island, West Nusa Tenggara.

This program is funded by the Australian National University and results from a collaboration between the School of Culture, History and Language, College of Asia & the Pacific at ANU and the Department of Archaeology, Faculty of Cultural Sciences at Universitas Gadjah Mada. The activities are coordinated by two archaeology experts: Dr. Shimona Kealy from ANU and Dr. Mahirta, M.A. from UGM, both of whom have extensive experience in archaeological research in Southeast Asia.

Throughout the program, students will engage in a variety of activities, including academic discussions, fieldwork, and cross-cultural studies. In Yogyakarta, participants will attend workshops and introductory sessions on archaeological methods and theories. Meanwhile, in Lombok, they will conduct direct field exploration and research at designated archaeological sites, honing their skills in observation, data recording, and artifact analysis.

The program is not only aimed at deepening participants’ understanding of Indonesia’s cultural heritage but also at strengthening academic networks between higher education institutions in Indonesia and Australia. With participants coming from diverse cultural and academic backgrounds, this program serves as an ideal space for cross-cultural understanding, constructive academic dialogue, and collaborative learning experiences.

Furthermore, this program aligns with several goals in the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 11 (Sustainable Cities and Communities, through cultural heritage preservation), and SDG 17 (Partnerships for the Goals). Through this program, the preservation and understanding of cultural heritage are pursued collectively across nations for a sustainable future.

With the enthusiasm of the participants and the support from the involved institutions, this program is expected to be a concrete step toward building sustainable international cooperation in the fields of archaeology and cultural studies.

[Public Relations, FIB UGM, Alma Syahwalani]

Yogyakarta, July 1, 2025 — The 4th International Seminar on Malay-Javanese Studies (SEMEJA) was officially held at UC Hotel, Universitas Gadjah Mada (UGM), bringing together scholars from various institutions both domestically and internationally. One of the panel speakers contributing to the academic discussions was Dr. Fahmi Prihantoro, S.S., M.A., a lecturer from the Department of Archaeology, Faculty of Cultural Sciences, UGM.

In a session titled “How Did Islamic Religious Organizations Empower Society Through Cultural Heritage,” Dr. Fahmi presented a case study on Pasar Pasan in Kotagede, Yogyakarta. He elaborated on how cultural heritage preservation can become a dynamic tool for community empowerment, particularly through the involvement of Islamic organizations such as Muhammadiyah.

According to Dr. Fahmi, Kotagede is a living heritage site—a cultural heritage area that continues to be actively used in the daily lives of its community. Beyond preserving historical traces, this area serves as a space where cultural, religious, and economic values develop harmoniously.

A key point in his presentation highlighted a paradigm shift in heritage preservation—from being government-led to being increasingly driven by civil society and non-governmental organizations. Muhammadiyah, as one of Indonesia’s largest Islamic organizations, was cited as having taken an active role in community development rooted in cultural heritage in Kotagede.

Through the Pasar Pasan case study, Dr. Fahmi emphasized how this traditional market activity functions as a platform for residents to reinforce cultural identity while simultaneously enhancing the local economy. Pasar Pasan is seen as a community-led initiative that integrates cultural values with inclusive economic practices.

The discussion also addressed the importance of community engagement and collective memory in sustaining cultural heritage. The people of Kotagede are considered to possess a strong historical awareness, which supports the continued existence of heritage spaces—especially those located between the symbolic twin gates of Kotagede.

The session concluded with an interactive Q&A segment. Seminar participants raised insightful questions, which Dr. Fahmi responded to enthusiastically, underlining the significance of collaboration among communities, academics, and religious organizations in preserving cultural heritage.

This event plays a crucial role in supporting the achievement of several Sustainable Development Goals (SDGs). Through community-based cultural heritage preservation, it contributes to the creation of inclusive, safe, resilient, and sustainable cities and human settlements, in line with SDG 11. Furthermore, educational values are promoted through the cross-cultural dissemination of knowledge and the strengthening of cultural identity awareness, reflecting the aims of SDG 4 on quality education. Equally important, the seminar embodies the spirit of SDG 17 by fostering strategic partnerships between academia, civil society, and local communities in social development based on local wisdom.

Through this discussion, participants gained new insights into community-based cultural preservation and the vital role of religious organizations in fostering inclusive and sustainable social development.

[Public Relations FIB UGM, Alma Syahwalani]

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]

The Faculty of Cultural Sciences (FIB) Universitas Gadjah Mada (UGM) has a variety of students with a myriad of achievements, both in academic and non-academic fields. This time, good news came from one of its students, Muhammad Siswoyo, from the Javanese Language, Literature, and Culture Study Program. The 2022 student won third place in the essay competition at Parab Kawi #6, a prestigious event with the theme “Luhuring Kabudayan lan Kasusastran Jawi, Amrih Kalokaning Nagari.”.

This year’s Parab Kawi competition featured two categories, essays and calligraphy. In the essay category, the sub-theme was “Tradition of Javanese Cultural Values, Knowledge, and Technology.” On this occasion, Muhammad Siswoyo presented an essay entitled “Psychological Depiction of Raos Gathotkaca Krodha as a Destructive Entity in Pocapan Abur-aburan Gathotkaca Wayang Kulit Jawa Timuran”.

The essay discusses the pocapan (narration of an event in a shadow puppet performance) Abur-aburan depicting Gathotkaca Krodha, ‘Gatotkaca who is angry’, especially on the body parts of one of Werkudara’s children. The limbs of Gathotkaca Krodha are likened to various tools of destruction, such as scissors, pacul, etc. This is in fact relevant to the shape of the Gathotkaca Krodha puppet, which is also depicted in this way. This concept is also in line with the psychology of raos, which links a person’s emotional state with the ability to create certain states, such as anger and destruction.

Shadow puppetry is not only an art form, but also a ‘miniature’ of Indonesia’s cultural diversity. It contains various elements of art, from the presentation, to the play, to the details of the puppet form and its existence. The art of storytelling in shadow puppet shows also plays an important role in ‘animating’ the show and delivering the audience to the ‘gate’ of literature as well as moral messages and philosophical meanings.

Exploring cultural knowledge can be done to find out the worldview of a society. By knowing the mindset of the community, we can improve education while understanding diversity in a frame of harmony. Thus, the competition is in accordance with the points of the Sustainable Development Goals, namely point 4 (improving the quality of education) and point 17 (partnerships to achieve goals).

IMAGE REFERENCE

Tokohwayangpurwa.blogspot.com. (2009, October). Gatotkaca. Accessed at https://tokohwayangpurwa.blogspot.com/2009/10/gatutkaca.html.

Author : Haryo Untoro

On Tuesday, August 6, 2024, the Master of Arabic Language Education (PBA) of Universitas Darussalam Gontor visited the Master of Middle Eastern Cultural Studies (KBTT) of Universitas Gadjah Mada for a comparative study at the Auditorium of the Faculty of Cultural Sciences, Soegondo Building 7th Floor. This activity was attended by the Professor of Arabic Linguistics, Prof. Dr. Syamsul Hadi, S.U., Chairperson of the Department of Intercultural Studies UGM, Prof. Dr. Sangidu, M.Hum., Secretary of the Department of Intercultural Studies UGM, Dr. Mahmudah M.Hum., Chairperson of the Master of Arabic Language Education Study Program of Universitas Darussalam Gontor, Dr. Agus Yasin, M.Pd.I. and involved 100 students from both study programs. In his speech, Prof. Sangidu said that UGM and Unida have a long-standing kinship. This cooperation can be utilized to support the tri dharma of higher education, namely education and teaching, research and community service.

The event continued with curriculum presentation from both study programs. The KBTT Master’s curriculum was presented by Dr. Mahmudah M.Hum., while Unida’s PBA Master was represented by Dr. Agus Yasin, M.Pd.I. The Chairperson of Unida’s PBA Study Program said that the vision of the PBA Master is “To become a Master of Arabic Language Education study program with national and international reputation in the development of Arabic language learning methodologies based on the Islamization of knowledge with the pesantren college system”. This presentation opened insights and active discussions between students, as evidenced by the enthusiasm of the event participants. The visit ended with a lecture by Unida students taught by Prof. Dr. Syamsul Hadi, S.U., in Arabic Language and Prof. Dr. Sangidu, M.Hum. in Arabic Literature.