An undergraduate student of the Indonesian Language and Literature Study Program, Faculty of Cultural Sciences, M Deni Maulana, has won the prestigious Daesang (대상) award at the Global Inbound Start-Up Idea Competition held in South Korea. The accolade was awarded for his innovative, contextual, and practical educational start-up concept designed to address the needs of international students.

The global competition brought together 45 participants from 20 universities across various countries. It was organized by Jeonbuk National University, Jeonbuk State, and the Global Innovation Start-Up Center (GISC). The event series took place from November 13 to December 3, 2025, and was held onsite at The May Hotel Jeonju, Jeonbuk State, South Korea. The competition stages included idea submission, concept presentation, mentoring sessions, and final evaluation by a panel of professional judges.

At the international forum, Deni represented Indonesia with a conceptually strong and strategically competitive proposal. He earned the Daesang award for his start-up idea, LinguaLoka, which addresses cross-cultural communication challenges, particularly the gap in understanding dialects and everyday speech varieties that are often overlooked in formal language learning.

Drawing on his academic background in Indonesian Language and Literature and his interest in the Indonesian for Foreign Speakers (BIPA) program, Deni developed LinguaLoka as a local dialect-based language learning application. His experience as an exchange student in South Korea and as an Indonesian language tutor for Korean students significantly shaped the idea. Through direct interaction, he observed that foreign language learners frequently struggle to understand language in everyday conversational contexts, while mastery of dialects often becomes the key to effective social communication.

“Language learning cannot rely solely on formal structures. Dialects and everyday speech contexts play a crucial role in building meaningful communication,” said Deni Maulana.

Conceptually, LinguaLoka features several key components, including real-life conversation simulations, a peer-to-peer language exchange feature, and an educational dialect-guessing game. The application is designed to facilitate Indonesian and Korean students in learning formal language while also becoming familiar with regional dialects used in daily life in both countries.

The panel of judges assessed LinguaLoka as having strong educational value, global development potential, and sustainability as a culture-based educational start-up. Deni’s background as a humanities student was considered a conceptual advantage, as he was able to integrate linguistic studies, BIPA teaching experience, and the practical needs of international students.

This achievement underscores the strategic role of language and literature students in generating cross-disciplinary innovations relevant to global challenges. Through culture-based educational approaches, such innovations are expected to strengthen cross-cultural understanding and foster the development of inclusive and sustainable learning ecosystems at the international level.

Source: M. Deni Maulana
[Public Relations of FIB UGM, Candra Solihin]

It may seem uncommon for a humanities student to be involved in an international forum centered on business and innovation. Yet that is precisely what makes the story of Kharisma Qurrota Ayun compelling. A Master’s student in Literature at Universitas Gadjah Mada (UGM), Kharisma took part in the Korea Youth Summit 2026, organized by Youth Break the Boundaries from February 2–5, 2026, in South Korea.

Rather than attending as a project delegate, Kharisma contributed from behind the scenes as a member of the organizing committee. Far from being a secondary role, her position highlights an important point: global forums are not sustained by ideas alone, but also by the cultural fluency, communication skills, and coordination that make international collaboration possible. Her involvement invites a broader reflection on how the humanities, often perceived as distant from business and technology, play a vital role in knowledge diplomacy and cross-cultural engagement.

The summit’s central agenda, the International Symposium, brought together 34 young innovators from New Zealand, Vietnam, Indonesia, Morocco, Bangladesh, Mexico, and Uzbekistan. Participants presented business-driven solutions to pressing global challenges, including green economic transitions and community-based empowerment initiatives. The symposium functioned not merely as a competition of ideas, but as a shared learning space where diverse perspectives met and evolved.

In this context, Kharisma’s academic training in literary studies proved unexpectedly relevant. Literature sharpens the ability to interpret narratives, understand cultural nuances, and engage with different worldviews, skills that are indispensable in multinational settings. In global conversations, persuasive storytelling and cultural sensitivity are often as important as technical feasibility. Her background equipped her to navigate complex intercultural dynamics while supporting the event’s overall coordination.

As part of the organizing team, she helped ensure the smooth execution of the symposium, facilitated communication among international participants, and maintained the flow of the program. The role demanded meticulous planning, adaptability, and intercultural competence: qualities that reflect the emerging practice of youth-led global diplomacy.

Kharisma’s experience underscores a broader message: humanities graduates are not confined to classrooms or textual analysis. They are equally positioned to contribute to global innovation ecosystems. Her journey illustrates that literature is not only about studying texts, but about cultivating the capacity to “read” societies, bridge differences, and shape meaningful dialogue.

From Yogyakarta to South Korea, her participation signals the growing presence of Indonesian youth in international arenas. It also reminds us that transformative global initiatives rely not only on groundbreaking ideas and capital investment, but on empathy, narrative intelligence, and collaboration across cultures.

[Master of Arts in Literature, Khotibul Umam]

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

Yogyakarta, January 26, 2025 — Shela Azzahra, a 2023 student of the English Literature Study Program, demonstrates that the creativity of students at the Faculty of Cultural Sciences (FIB), Universitas Gadjah Mada, does not grow solely within classroom walls but can also transform into entrepreneurial innovation. Through her hijab brand, laSheild, Shela presents a local hijab alternative characterized by bold and vibrant colors that dare to stand out in Indonesia’s hijab market.

Shela’s interest in building a hijab business stemmed from both personal needs and her restlessness as a creative individual with a strong passion for fashion exploration. She often found it difficult to discover brightly colored hijabs in the local market, which is generally dominated by neutral and earth-tone shades. To achieve her desired look, Shela previously had to purchase overseas products at higher prices due to shipping costs and import taxes. This experience sparked the idea of creating a local hijab product that is reasonably priced, high in quality, and easily accessible.

“Why not make it myself?” This thought became the starting point for laSheild, which now carries the tagline “Vibrant hues. Born in colors.” The brand seeks to fill a gap in the local hijab market while encouraging hijabi women to be more playful and confident in expressing themselves through color. Although Shela initially hesitated and produced only a limited stock, market responses exceeded expectations. The high demand indicates that Indonesian hijabi women have a strong desire to express their identity and personality through color choices. This enthusiasm has even opened opportunities for international expansion, leading laSheild to consider overseas shipping.

Behind her achievements, Shela faces significant challenges as an active student and a solopreneur. “The main challenge is balancing my dual roles as a full-time student and a solopreneur. From the very beginning, I handled everything on my own without a team. Since my priority is still my studies, laSheild cannot operate every day. The challenge is trying not to burn out and accepting that this business runs alongside my academic rhythm, not in competition with it. Sometimes 24 hours just aren’t enough, especially during exam periods and peak sales seasons. That’s why I avoid selling during exams,” she explained.

In managing her time, Shela applies a “no pressure” principle. Rather than setting burdensome sales targets, she adjusts her business pace to align with her academic commitments. Support from her surrounding environment—particularly friends who assist with promotion and content creation—has also played a crucial role in sustaining laSheild.

Shela’s journey aligns with the implementation of the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) through the development of students’ creative and entrepreneurial skills, SDG 8 (Decent Work and Economic Growth) by encouraging young entrepreneurs and the creative economy, and SDG 12 (Responsible Consumption and Production) through the promotion of sustainable and affordable local products.

Closing her story, Shela shared a brief message for FIB students who aspire to start a business. “Just try. Don’t be afraid to be different. Don’t be afraid to start something that seems niche. Start small, but dream big,” she said. The story of laSheild proves that creativity, courage, and consistency can pave the way for students to create meaningful work while contributing to society.

[FIB UGM Public Relations, Alma Syahwalani]

Five students from the Arabic Literature Study Program, Faculty of Cultural Sciences, Universitas Gadjah Mada (FIB UGM), recently completed an internship at the Sleman Regency Office of the Ministry of Religious Affairs. The program spanned approximately three months, running from mid-September to the end of November 2025. This initiative provided students with the opportunity to hone both the hard and soft skills essential for their future careers. Their responsibilities were diverse, encompassing administrative management, archiving, public service, and event reporting.

To maximize their learning experience, the students were divided into two sections based on their specific areas of focus. Three students were assigned to the Madrasah Education Section, while the other two were placed in the Islamic Boarding School (Pondok Pesantren) Education Section.

This internship offered valuable insights into the operational mechanisms and procedures within government and educational institutions. Furthermore, it allowed the students to bridge the gap between their academic knowledge and real-world practical application.

Author : Sheila Adriani