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]

Yogyakarta, 30/5/2025 — A night full of meaning and memory unfolded at the event Tujuh Puluh Dua Tahun Cak Nun dan Bicara Bicara, held on Friday Pahing, May 30, 2025, at Kawasan Cagar Kreatif Tanah Air, Ngaglik, Sleman. The event was attended by artists, close friends of Cak Nun, and invited guests.

This celebration marked a tribute to the long intellectual and spiritual journey of Cak Nun as a cultural figure and scholar who has shaped the landscape of Indonesian thought since the 1970s. Hosted by MC Seno Classical, the evening featured various performances and speeches from close companions who shared their personal testimonies about Cak Nun.

In his address, Prof. Dr. Aprinus Salam shared personal stories with the maestro. “I met Cak Nun for the first time when I was still in junior high school, around 1979. Since then, I have followed his works, especially his poetry. In fact, both my undergraduate thesis and master’s thesis were about his poetry,” he began. One of the most memorable aspects for Prof. Aprinus was Cak Nun’s autodidactic way of learning. “I was always curious about how he learned. I once observed that he would disassemble a computer, study all the components one by one, and then reassemble it. He could even fix broken cars. That was remarkable,” he explained.

As a closing note, he shared a lasting memory. “One story I always tell that shows how extraordinary he is, is that he eats and sleeps the least among us. His level of asceticism was profound. During Ramadan, at 3 AM, he would routinely send out his writings, showing how deeply he valued time,” he said.

The second testimony came from Budi Sarjono, a long-time friend of Cak Nun since 1974. “I met him in 1974 when I was working at Basis Magazine. He would often ask, ‘Bud, do you have paper? Envelopes? Stamps?’ Then he would sit down and rapidly type two to three articles to be sent to various newspapers. I was deeply impressed,” he recalled.

Budi also shared a poignant experience. “One of the most meaningful memories was when I invited him to deliver a sermon and read poetry at a Catholic Mass in 1975. Although there was some tension with church officials at the time, what I emphasize is how Cak Nun expressed his heart to God with sincerity. That moment shook me.” He also described Cak Nun as a humble friend. “With his already well-known name back then, he still enjoyed gathering with us, talking until late at night. Sometimes, he would call me just to ask to be scolded,” he added with a smile.

That night was more than a birthday celebration, it was a tribute to a thinker who never tires of seeking meaning, nurturing culture, and voicing the conscience of the people. Tujuh Puluh Dua Tahun Cak Nun dan Bicara Bicara stands as a testament to how his intellectual and spiritual journey continues to inspire many to this day.

[Master’s Program Literature, Marsya Kamila]

Yogyakarta, May 22, 2025 — The Japanese Language and Culture Study Program (BKJ) of the Faculty of Cultural Sciences, Universitas Gadjah Mada (FIB UGM) welcomed a visit from SMP Montessori on Thursday (22/5), held in Meeting Room 1 of the Poerbatjaraka Building, FIB UGM.

This visit was part of an early introduction to higher education for junior high school students, particularly focusing on Japanese language and culture. The delegation was warmly welcomed by the Head of the BKJ Study Program, Mr. Tatang Sumarsono, M.Hum., who expressed appreciation for the students’ interest in exploring cultural studies more deeply.

In her remarks, Ms. Rengganis Istikasari, representing SMP Montessori, explained that the visit marked the school’s initial effort to introduce students to the humanities faculty, after previously focusing more on visits to faculties in the exact sciences. “We want our students to understand what university life is like, both in terms of environment and academic substance,” she stated.

The event continued with a presentation on the vision and mission of the BKJ Study Program by Mr. Roby Winarso, M.Hum., followed by thematic lectures delivered by BKJ lecturers:

• Ms. Tuti Widiastuti, M.Hum. presented a session on Moral Education (Doutoku) in Japan, which is part of the compulsory curriculum at the elementary and junior high school levels. The session emphasized the development of students’ character through values such as sincerity, responsibility, simplicity, and self-control.

• Mr. Najih Fawaid, M.Hum. discussed the importance of aisatsu (greeting expressions) in Japanese society, which reflect politeness and social order. Expressions such as ohayou gozaimasu, konnichiwa, and yoroshiku onegaishimasu were highlighted as vital components of Japanese communication etiquette.

• Mr. Moeljadi, M.Hum. introduced the concept of omotenashi, a Japanese philosophy of service that emphasizes sincerity, attention to detail, and creating the best possible experience for others without expecting anything in return.

The session concluded with a lively Q&A segment. Aya, one of the students, asked an interesting question about ramen dining etiquette, which was enthusiastically addressed by the lecturers. The activity provided students with a direct experience of Japanese culture, not only in theory but also through interactive discussion with academic professionals.

[Public Relation of Faculty of Cultural Sciences, Muhammad Ebid El Hakim]

Yogyakarta, 14/5/2025 – Dr. Fuad Hasyim, S.S., M.A., the sole doctoral graduate in American Studies from the April 2025 Commencement (Academic Year 2024/2025, Period III), brings a fresh perspective to the discourse of intercultural and global spirituality through his insightful and timely dissertation. Titled “The Construction of Carl W. Ernst’s Sufi Thought and Its Relevance to American Cultural Values: A Study in the Sociology of Knowledge,” his research explores the thought of Carl W. Ernst, a prominent American scholar who has devoted over three decades to the study of Sufism, as a bridge between the Islamic world and Western society.

In his work, Dr. Fuad traces how Ernst offers a unique approach to Sufism, one that diverges from traditional Orientalist frameworks. Ernst not only engages with classical Sufi texts and key figures in various Muslim-majority countries, but also articulates a fresh intellectual paradigm—one that fosters dialogue between Islamic spirituality and American cultural values. Within a society that highly regards individuality, diversity, and modernity, Ernst positions Sufism as a deep spiritual resource that resonates meaningfully with those very values.

This dissertation employs the sociology of knowledge and cultural value frameworks to examine Ernst’s thought within its broader socio-historical context. The findings reveal not only the complexity of the themes Ernst engages with—including the relationship between Sufism and modernism, its tensions with fundamentalism, and its artistic and organizational expressions—but also highlight the centrality of spirituality within public discourse. Dr. Fuad emphasizes that Ernst’s conception of Sufism offers a timely ethical and cultural proposition for a world in search of direction—a world that calls for more inclusive, reflective, and open-minded perspectives. In this spirit, the dissertation contributes meaningfully to the shaping of a more peaceful, just, and spiritually aware global society.

Through this academic achievement, Dr. Fuad not only strengthens the standing of American Studies as a flexible and responsive discipline in addressing contemporary global challenges, but also brings forth a refreshing narrative of how Islam—particularly through the lens of Sufism—can serve as a partner in building a more humanistic civilization. This dissertation not only enriches academic scholarship, but also supports the global pursuit of a more peaceful, equitable, and dignified world—echoing the spirit of the Sustainable Development Goals.

[Postgraduate Program in American Studies, Nariza Ayu Pasha]

Yogyakarta, 12/5/2025 –The Faculty of Cultural Sciences at Universitas Gadjah Mada (FIB UGM) proudly celebrates a remarkable international achievement. Prof. Dr. Wening Udasmoro, S.S., M.Hum., DEA., who currently serves as UGM’s Vice-Rector for Education and Teaching, has been honored with the prestigious Inclusive Global Engagement Award from Universitas 21 (U21). This award recognizes her outstanding commitment to advancing inclusive and global education, particularly in the areas of literature, gender studies, and cultural discourse.

Universitas 21 is a global network comprising leading research-intensive universities across six continents. The Inclusive Global Engagement Award is part of the U21 Awards program, given to individuals or teams who have made significant contributions to promoting global inclusion in higher education. Recipients are selected based on their alignment with the United Nations Sustainable Development Goals (SDGs), especially Goal 5 (Gender Equality) and Goal 10 (Reduced Inequalities), as well as their exceptional international impact beyond their formal roles.

As a scholar, Prof. Wening is widely known for her dedication to gender equality and inclusive practices in academia. She has played a crucial role in building cultural and academic bridges between Indonesia and other countries, particularly France. Her expertise in literature, identity studies, and postcolonial theory has made her contributions impactful not only nationally but also on the global stage. She frequently serves as a voice for women academics from developing countries in international forums.

This award not only marks a personal milestone for Prof. Wening but also reflects UGM’s strong commitment to promoting diversity and equity at the global level. As one of Indonesia’s leading universities, UGM takes great pride in seeing its faculty recognized internationally for their work and values.

Congratulations to Prof. Wening Udasmoro for this outstanding achievement. May her recognition continue to inspire the academic community at FIB UGM to foster inclusive and just education for all.

[Humas FIB UGM, Muhammad Ebid El Hakim]