“Sometimes, to see ourselves, we need a mirror. And in some ways, Mas Ariel’s book serves that purpose,” said Ramayda Akmal during a discussion titled “Ramayda Akmal Membaca Ariel Heryanto” on Monday, June 29, at the Soegondo Building Auditorium, Faculty of Cultural Science, UGM. This discussion was a collaboration between KPG Publishing and the Master’s Program in Literature, featuring Ramayda Akmal—a lecturer in Indonesian Language and Literature and an author—as the speaker, Ariel Heryanto as the guest speaker, and Giandra as the moderator.

Through her analysis of the books Huruf Demi Huruf and Nasib Publik dalam Republik, Ramayda highlighted a common thread in Ariel Heryanto’s thought: the effort to position Indonesia as the starting point for understanding itself. According to her, Ariel’s writings not only offer a critique of established perspectives but also question why the production of knowledge about Indonesia remains so dependent on Western perspectives and theories.

One of the ideas highlighted by Ramayda is “Asia as Method,” an approach that encourages scholars to engage in dialogue with the experiences, ideas, and theories of Asian countries whose contexts are similar to Indonesia’s. She explained that Ariel demonstrates how Indonesia’s relations with countries such as China, Taiwan, Japan, and India can serve as a foundation for understanding various social and cultural issues, rather than always relying on the West as the sole point of reference.

“We rarely cite the writings of our own peers. Theoretical and academic interactions among scholars within the same academic community remain unbalanced,” Ramayda stated while explaining one of the critiques raised by Ariel Heryanto in his works. According to her, this imbalance means that perspectives on Indonesia are often shaped by standards that do not necessarily stem from the experiences of Indonesian or Asian societies.

This issue extends beyond the selection of theories and is also evident in the system of knowledge production. Ramayda explained that measures of literacy, publication standards, and even methods for evaluating the quality of academic work still largely rely on global benchmarks that do not always align with local conditions. Through his book Huruf Demi Huruf, Ariel reflects on his personal experiences to demonstrate that the process of learning and constructing knowledge is always influenced by diverse social, cultural, and historical contexts.

In response to the reading, Ariel Heryanto commended Ramayda’s approach to connecting her ideas with the current academic landscape. For him, a work of literature continues to live on through new interpretations by its readers. Therefore, discussions serve as a vital space for broadening interpretations while simultaneously reexamining various assumptions that have long been accepted in the academic world.

The discussion then continued with a Q&A session that addressed a variety of issues, ranging from exile literature and democracy to the dynamics of knowledge production in Indonesia. Through this event, the Master’s Program in Literature at the Faculty of Cultural Science, UGM, in collaboration with KPG Publishing, created a space for dialogue that encourages critical reflection on how Indonesia produces knowledge while opening up possibilities for building a scholarly tradition more deeply rooted in the experiences and context of the Asian region.

[Humas FIB, Maylafaizza Nafisha Zifa]

Yogyakarta, June 19, 2026 – 8,178 students from Universitas Gadjah Mada (UGM) were officially deployed to participate in the 2026 Community Service–Community Empowerment Learning Program (KKN-PPM) Period II. The deployment ceremony, held at the Lapangan Pancasila UGM, was attended by the Deputy Minister of Industry of the Republic of Indonesia, Faisol Riza, who is also an alumnus of the UGM Faculty of Cultural Sciences and a member of the UGM Alumni Association (KAGAMA).

In his remarks, Faisol Riza encouraged the thousands of students who will carry out community service across various regions of Indonesia. He emphasized that KKN is not merely an academic requirement, but also an opportunity to cultivate a strong sense of nationalism through direct engagement with local communities.

According to him, a spirit of nationalism and confidence in carrying out every stage of community service will serve as valuable assets for students, both in successfully completing the KKN program and in finishing their higher education. He also encouraged students to make the most of their field experience as a means of understanding community needs while developing leadership, communication, and teamwork skills.

The UGM students will undertake the KKN program for 50 days, from June 20 to August 8, 2026. They will be assigned to 32 provinces across Indonesia, including frontier, outermost, and underdeveloped (3T) regions, where they will implement various community empowerment programs tailored to local needs.

On the same occasion, UGM Rector Ova Emilia stated that KKN serves as a learning platform that enables students to apply their academic knowledge while making meaningful contributions to Indonesian society. She also reminded all participants to prioritize their health and safety and to uphold the good reputation of their alma mater throughout the program.

Through the deployment of the 2026 KKN-PPM Period II participants, UGM hopes its students will become agents of change who provide meaningful solutions to community challenges while strengthening the values of service, social responsibility, and national spirit, as emphasized by Deputy Minister of Industry Faisol Riza.

Author: Alma Syahwalani

Photo: @UGM.Yogyakarta

Yogyakarta, May 22, 2026 – The Faculty of Cultural Sciences (FIB) at Universitas Gadjah Mada (UGM) held an evaluation meeting for its student exchange programs. These programs are the result of collaboration between FIB UGM and its national and international partner universities. The meeting, which took place in the Multimedia Room, was conducted in view of the upcoming conclusion of teaching and learning activities for the Even Semester of the 2025/2026 Academic Year.

The evaluation was attended by the Dean of FIB UGM, Prof. Dr. Setiadi, S.Sos., M.Si., the Vice Dean for Academic and Student Affairs, and the Vice Dean for Research, Community Service, Collaboration, and Alumni. The forum also invited national and international exchange students, including master’s and doctoral students specifically for the international cohort.

The participants of the exchange program for this academic year came from various domestic and international partner universities. International students were registered from Kokushikan University, Hankuk University of Foreign Studies, National Chengchi University, University of Naples L’Orientale, Universiti Brunei Darussalam, Palacky University Olomouc, Kobe University, and Daito Bunka University. From the international postgraduate level, students attended from the Doctorate in Humanities, Doctorate in Anthropology, Master in Anthropology, Master in Linguistics, Master in Archaeology, and Master in Literature programs. Meanwhile, national students came from Universitas Brawijaya, Universitas Sebelas Maret, Universitas Udayana, and Universitas Andalas.

In his remarks, Professor Setiadi expressed his appreciation for the students’ enthusiasm throughout their studies. He emphasized the academic excellence and supportive social environment within the faculty that facilitate the students’ learning process.

“FIB is the right choice for all of you, especially international students. In addition to having various departments where courses can be taken even if they do not strictly align with your major, FIB also offers a wide range of student activities that you can participate in to get to know each other’s backgrounds and cultures,” Professor Setiadi said.

During the main session of the meeting, several students shared their evaluations, impressions, and feedback. Student representatives from various partner universities shared their valuable experiences, input for program improvement, and the positive impressions they gained while participating in the exchange and studying at FIB UGM.

This evaluation meeting is a crucial step in maintaining and enhancing the quality of student exchange programs in the future. By strengthening academic partnerships across nations and regions, FIB UGM continues to strive toward creating an adaptive learning space and supporting equal access to quality education that respects global cultural diversity.

[Public Relations of FIB UGM, Candra Solihin]

The Master’s Program in Literature once again held a public discussion titled “Exercises in Chineseness: Literature, Mythmaking & Identity in Contemporary Tionghoa Communities” at Room 105 Soegondo, Faculty of Cultural Sciences, Universitas Gadjah Mada, on Wednesday (20/5/2026). The event featured researcher Alexandra Masri Do from Cornell University, moderated by Naria Nur Iftitah from the Master’s Program in Literature, FIB UGM. The discussion explored contemporary Chinese Indonesian identity through literature, collective memory, and everyday cultural practices.

In her presentation, Alexandra highlighted the position of Chinese Indonesians as part of the world’s largest Chinese diaspora population. She explained that Chinese communities in the Indonesian archipelago existed long before the emergence of the modern nation-state, with records of settlements dating back to the seventh century. According to her, “Chinese” identity in Indonesia has never been singular, but rather continuously negotiated through language, culture, historical experience, and intergenerational social relations.

Alexandra also examined how the legacy of Dutch colonialism created social stratifications whose effects continue to persist today. She referred to 1965 and 1998 as two traumatic historical moments deeply embedded in the collective memory of Chinese Indonesian communities. The political circumstances of those periods, she argued, shaped the ways Chinese Indonesians viewed themselves, the state, and the very idea of citizenship.

Through several contemporary literary works, Alexandra demonstrated how the experience of being Chinese in Indonesia is articulated through personal narratives. She quoted The Longing by Alberta Natasia Adji, which portrays the younger generation’s disconnection from their ancestral cultural roots: “I’m a copy of my mother, but I speak the language of the locals. The closest thing I’ve got to my Chinese heritage now is eating noodles with chopsticks and checking my luck according to the Chinese horoscope.”

Referring to the passage, Alexandra noted that Chinese identity often survives only through simple cultural symbols such as chopsticks or zodiac beliefs, while ancestral languages gradually disappear from everyday life.

Beyond literature, Alexandra presented field documentation that she described as both collective and deeply personal, gathered from areas such as Glodok, Pantjoran PIK, Jambi, and Yogyakarta. Photographs of Chinese temples, Chinese schools, markets, and even citizenship archives from 1953 illustrated how Chinese identity continues to be reproduced through social spaces and cultural practices. She referred to this process as “mythmaking,” or the construction of collective narratives surrounding who Chinese Indonesians are and how they are understood.

Alexandra’s research also explored the aspirations of contemporary Chinese Indonesians, particularly the post-1998 generation. She questioned whether the idea of “homeland” is understood as Indonesia, China, or an in-between space of identity. These questions emerge alongside social change, globalization, and the increasing mobility of younger generations.

During the discussion, Alexandra emphasized the importance of fiction and literature as mediums for understanding minority experiences that are often absent from official historical narratives. In her view, literary works are capable of capturing the emotions, anxieties, and hopes of Chinese Indonesian communities more intimately than formal historical documents.

The event proceeded interactively with enthusiastic participation from students and academics. The discussion expanded to issues of discrimination, nationalism, and the representation of Chinese Indonesians in Indonesian popular culture. Through this public lecture, participants were encouraged to see Chinese identity not as a static category, but as an experience continually shaped by history, politics, culture, and everyday life.

[Magister Sastra, Khotibul Umam]

 Efforts to strengthen the integration of technology in Arabic language education were once again highlighted through an international seminar titled “Arabic Linguistic Analysis and Instructional Design.” Held virtually on Thursday, April 30, 2026, the seminar brought together educators, academics, and Arabic language practitioners from various countries. The event served as a discussion forum to explore the development of Arabic language teaching methods in the era of Artificial Intelligence (AI). Through this forum, participants were encouraged to understand the importance of utilizing technology in education while still maintaining scientific and pedagogical foundations in language learning.

Throughout the seminar, participants were introduced to a five-hour learning roadmap consisting of three main stages: theoretical reinforcement, hands-on practice, and professional development for educators. Through this approach, participants gained a broader understanding of how AI can be implemented effectively and sustainably in Arabic language learning. One of the main highlights of the seminar was the introduction of “Mubeen,” an AI model specifically designed for Arabic linguistic needs. Compared to general AI models, Mubeen is considered more capable of handling the complexities of the Arabic language, including accurate tashkil (diacritical marks), morphological structure analysis, and understanding cultural contexts embedded in Arabic usage.

In addition to the presentation sessions, the seminar also featured interactive activities where participants were directly involved in prompt engineering practices. During this session, participants created descriptive Arabic texts, which were later analyzed using the Pedagogical Judge (القاضي البيداغوجي) approach to evaluate their educational quality. The discussions became increasingly engaging, particularly when addressing the role of AI in education. Some participants viewed AI as a tool that could help educators reduce repetitive administrative and planning tasks. Others, however, expressed concerns that excessive reliance on AI could make the learning process overly mechanical. These differing perspectives enriched the discussion and broadened participants’ understanding of technology’s role as a supporting tool in education.

Although conducted virtually, participants remained highly enthusiastic throughout the seminar. This was reflected in the active question-and-answer sessions, discussions, and exchanges of experiences regarding the use of technology in Arabic language learning. As the seminar concluded, the event not only became a platform for sharing knowledge and insights, but also encouraged participants to commit to implementing the training outcomes in their respective institutions. Through this initiative, participants are expected to develop Arabic language teaching methods that are more innovative, adaptive, and relevant to technological advancements in the digital era.

Author : Indana Zulfa Maulida