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Yunika Triana
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Proceeding of International Conference on Cultures & Languages
Published by Universitas Islam Negeri Raden Mas Said Surakarta
ISSN : 29639778     EISSN : -     DOI : https://doi.org/10.22515/f0kjgd21
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The International Conference on Cultures & Languages (ICCL) provides an interdisciplinary forum for scholars, researchers, educators, practitioners, and cultural professionals to examine the dynamic relationships between language, culture, society, identity, knowledge, and technological transformation. The conference welcomes theoretical, empirical, comparative, and interdisciplinary studies that explore how languages and cultures evolve, interact, and contribute to addressing contemporary global challenges. Its scope encompasses research on language and linguistics, literature and cultural studies, language education and pedagogy, translation and interpreting, communication and media, cultural heritage and preservation, anthropology and society, intercultural communication, digital humanities and emerging technologies, globalization and cultural diversity, religious and cultural traditions, creative industries and the arts, multilingualism, migration and identity, indigenous and local knowledge, and language and culture in sustainable development. The conference also encourages innovative research connecting language and cultural studies with education, technology, social transformation, environmental sustainability, and global citizenship. Through interdisciplinary dialogue and international collaboration, ICCL seeks to advance new perspectives on how language and culture can foster mutual understanding, cultural resilience, inclusive knowledge production, and sustainable global communities.
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Articles 248 Documents
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Buddhist Paradoxical Logic as an Epistemological Method to the Ultimate Knowledge: From Dharmakirti’s Svavacanavirodha to Nishida’s Logic of Absolute Self-Contradiction Galuh Nur Fattah
Vol. 3 No. 1 (2025): Proceeding of International Conference on Cultures & Languages 2025 1031-1044
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This article comprehensively explains the structure of Buddhist logic in explaining or describing the highest knowledge. The highest knowledge (Maha Prajñā) in question is knowledge of Nirvana (Pāli: Nibbāna). Buddhism describes Nirvana through paradoxical logic which, when viewed from the perspective of deductive logic in the Western logical tradition, is certainly invalid and often even concluded to be a fallacy. Although considered invalid or even a fallacy, Buddhist paradoxical logic has a functional mode, namely as a transcendental effort to optionally remove obstacles that arise from the mind and ultimately be able to directly experience the most authentic reality. This is what is called the highest knowledge. In solving this work, a conceptual analysis method was carried out with a literature study research model. From the results of the search and analysis, it was found that paradoxical logic is often present in classical Buddhist texts such as the Prajñā Pāramitā Hṛdaya Sūtra and Laṅkāvatāra Sūtra. This logic was later structured by Dharmakirti as a method of debate and referred to as Svavacanavirodha. In contemporary Eastern philosophical studies, this logic influences the logic of absolute self-contradiction or concrete logic (gutaiteki ronri) developed by Nishida Kitarō as an attempt to understand the nature of reality. In spiritual application, this logic can be developed as a method to liberate oneself from mental disturbances that can hinder the development of the intuitive dimension, thus making enlightenment more attainable.
Puppetry and Peacebuilding: Indonesian Students’ Perceptions of Israeli and Palestinian Versions of Sesame Street TV Show Mufti Rasyid; Shovi Maryam
Vol. 3 No. 1 (2025): Proceeding of International Conference on Cultures & Languages 2025 29-41
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The Israeli–Palestinian conflict remains one of the most enduring and polarizing geopolitical issues, often shaping global public opinion. Indonesia, a long-standing supporter of Palestine, has consistently aligned itself with the pro-Palestinian narrative. Amid the ongoing search for peaceful resolutions, peace education has gained recognition as a vital approach to fostering understanding and mutual respect. This study examines how Palestinian and Israeli adaptations of Sesame Street, a puppetry TV show, titled Shara’a Simsim (شارع سمسم) and Rechov Sumsum (רחוב סומסום)—can serve as effective tools for peace education. It addresses two main questions: (1) What peace education values are embedded in these programs? and (2) How do Indonesian students perceive the Israeli–Palestinian conflict after engaging with the shows? Using a mixed-methods approach, the study combines content analysis with a survey involving thirty-five (35) students of UIN Sayyid Ali Rahmatullah Tulungagung, Indonesia. The findings reveal that the Palestinian and Israeli versions of Sesame Street promote core values of peace education, particularly coexistence, tolerance, adaptability, pluralism, and equity. Furthermore, the study observes a positive shift in students’ perceptions, suggesting that exposure to such educational content can nurture more empathetic and balanced understandings of complex international conflicts.
ORIENTALISM AND CULTURAL HEGEMONY IN SEXY BY JHUMPA LAHIRI: A POSTCOLONIALISM APPROACH Rahmadina Vita Jannah; Dyah Uyun Wulandari; Qirara; Ima Dyah Savitri; Jiphie Gilia Indriyani; Shabrina An Adzhani
Vol. 3 No. 1 (2025): Proceeding of International Conference on Cultures & Languages 2025 67-78
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This paper examines the themes of orientalism and cultural hegemony in Jhumpa Lahiri’s short story Sexy through the lens of postcolonial theory, particularly Edward Said’s concept of Orientalism and Gramsci’s hegemony. The narrative explores the dynamics between Miranda, a white American woman, and Dev, a married Indian man, highlighting the fetishization of Eastern culture and the alienation faced by diasporic individuals. Lahiri portrays how the West's portrayal of the East as exotic and "other" perpetuates stereotypes, while cultural hegemony underscores the dominance of Western ideologies in shaping global standards of beauty and identity. Through Miranda’s curiosity about Indian culture and her fascination with Dev’s heritage, the story reveals how colonial legacies continue to influence perceptions and relationships. The paper argues that Lahiri’s critique in Sexy illuminates the complexities of cultural identity and power imbalance, urging readers to reconsider entrenched biases and the lingering impacts of postcolonialism.
نماذج تعليم اللغة العربية في كلية المعلّمات الإسلامية (KMI) والتربية الدينية الرسمية (PDF): دراسة مقارنة بين معهد تعمير الإسلام سوراكرتا ومعهد المبارك وونوسوبو Anisatul Barokah; Novita; Isninda Nur Masyihtoh
Vol. 3 No. 1 (2025): Proceeding of International Conference on Cultures & Languages 2025 332-349
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ينطلق هذا البحث من التطور المتزايد في مجال التعليم وتعدد أنواع المدارس الدينية أو المعاهد التابعة لوزارة الشؤون الدينية. وقد أدّى هذا التطور إلى وجود اختلافات في الرؤية والرسالة، وكذلك في الأساليب المتبعة لتحقيق تلك الأهداف. وتُعدّ اللغة العربية مادة أساسية تُدرَّس وتحظى بمكانة محورية في مناهج هذه المؤسسات. ولا شك أن اختلاف الرؤية والرسالة يؤثر في نماذج التعليم المستخدمة. يهدف هذا البحث إلى معرفة المقارنة بين نماذج التعليم في مدارس KMI و PDF. وقد استخدم هذا البحث المنهج النوعي، وهو بحث وصفي يصف نماذج تعليم اللغة العربية في معهد تعمير الإسلام بسوراكرتا ومعهد المبارك بونوسوبو. وتظهر نتائج البحث أن كلا المدرستين (KMI وPDF) تطبّقان عدة نماذج تعليمية. ففي مدرسة KMI تُستخدم نماذج التعليم المباشر والتعليم السياقي، بينما في مدرسة PDF تُستخدم نماذج التعليم المباشر والتعليم التعاوني.
PERLAWANAN PEREMPUAN DALAM FILM RARA MENDUT: ANALISIS HEGEMONI DAN INTERSEKSIONALITAS SERTA IMPLIKASINYA BAGI PEMBELAJARAN DRAMA Dr. Sri Lestari, M.Pd.
Vol. 3 No. 1 (2025): Proceeding of International Conference on Cultures & Languages 2025 636-651
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Penelitian ini bertujuan untuk mengeksplorasi perlawanan perempuan pada masa Kerajaan Mataram di Indonesia dalam Film Rara Mendut dengan fokus utama pada peran perempuan dalam bidang ekonomi dan politik. Penelitian ini menggunakan metode kualitatif dengan pendekatan hegemoni Antonio Gramsci dan interseksionalitas Kimberle Crenshaw. Penelitian ini menunjukkan bahwa perlawanan perempuan di kerajaan dilakukan dengan halus tanpa syarat yang mengikutinya, mempengaruhi keputusan raja dalam politik dan ekonomi. Perlawanan juga diwarnai dengan berbagai identitas yang melekat pada diri perempuan secara bersamaan. Hasil penelitian menyoroti pola baru terkait perlawanan terhadap budaya patriarki, yang masih relevan dengan konteks zaman sekarang. Pertama, hegemoni memunculkan kesadaran perempuan terhadap posisinya melalui perspektif interseksionalitas. Kedua, kesadaran ini membangun perlawanan perempuan. Ketiga, tindakan perlawanan perempuan menghasilkan pola baru dalam peran mereka di bidang politik dan ekonomi. Kontribusi utama artikel ini adalah menemukan pola baru untuk memahami peran dan fungsi perempuan di bidang politik dan ekonomi dalam konteks Kerajaan Mataram. Artikel ini mengungkapkan simbol dan strategi yang digunakan perempuan untuk mendekati raja, sementara kontra-hegemoni mereka, meskipun dibatasi oleh norma ketimuran, mampu mengubah keadaan. Temuan penelitian ini berpotensi digunakan sebagai bahan ajar dalam pembelajaran fiksi, khususnya karya yang berlatar sejarah. Metode yang disarankan adalah Project-Based Learning dan diskusi analitis berbasis teks dan media. Peserta didik dapat diarahkan untuk menonton film Rara Mendut secara kritis, mengidentifikasi simbol dan strategi perlawanan tokoh perempuan, mengaitkan temuan tersebut dengan teori hegemoni dan interseksionalitas, serta membandingkan representasi perempuan di film dengan realitas sejarah dan isu sosial masa kini. Pendekatan ini memungkinkan pembelajaran fiksi tidak hanya mengkaji unsur intrinsik dan ekstrinsik, tetapi juga menumbuhkan kesadaran kritis terhadap relasi gender, kekuasaan, dan budaya patriarki.
THE INTEGRATION OF ARTIFICIAL INTELLIGENCE IN LANGUAGE LEARNING: A REVIEW OF CURRENT STUDIES Vilya Lakstian Catra Mulia
Vol. 3 No. 1 (2025): Proceeding of International Conference on Cultures & Languages 2025 79-88
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The advancement of Artificial Intelligence (AI) has introduced transformative changes in language learning. This paper presents a literature-based analysis of AI integration in language education, focusing on recent scholarly works published in the last three years. The author analyzed peer-reviewed articles that were published and indexed in well-known scientific publication databases to identify trends, benefits, and challenges. The publications show that there was an increase in the studies on AI in language learning. The applications include chatbots, intelligent tutoring systems, and adaptive platforms to personalize learning and enhance language skills. AI for language learning gives several benefits, such as increased engagement, motivation, real-time feedback, and support for autonomous learning. However, the use of AI in language learning triggers some issues, including accessibility issues, teacher readiness, data privacy, algorithmic bias, overdependence, and plagiarism. In conclusion, AI facilitates transformative language education, but it requires training, ethical standards, and a balanced approach between technology and human interaction.
Preserving Local Wisdom and Cultivating Global Values: An Etnopedagogical Approach to Islamic Religious Education in Jambi's Public Higher Education K.A. Rahman; Kemas Abdul Hai; Anwar Sanusi; Neldi Harianto; Helmun Jamil
Vol. 3 No. 1 (2025): Proceeding of International Conference on Cultures & Languages 2025 257-270
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The purpose of this study is to explore how Jambi's local wisdom values ​​are instilled in Islamic Religious Education (IRE) learning at higher education through an ethnopedagogical approach. Using a qualitative approach with a phenomenological design, this study examines the experiences of eight IRE lecturers in instilling local values ​​at each stage of the lecture. The results show that each lecturer brings a unique nuance to their learning practices: L1 instills the value of religious togetherness through communal prayer, group work, and tion; L1 makes the value of customary deliberation as both a method and material; L3 emphasizes the value of cooperation through collaborative projects; L4 instills the value of politeness and etiquette through Jambi Malay pantun; L5 prioritizes the value of honesty and justice through moral contracts; L6 instills ecological values ​​with Islamic ecotheology; L7 instills the value of hard work through academic challenges; and L8 instills the value of tolerance through the practice of cross-perspective dialogue. These findings demonstrate that ethnopedagogy can provide a learning space that not only transfers knowledge but also fosters local identity as well as universal values. The implication of this research is the importance of developing an IRE learning model based on local wisdom values ​​that are in line with global values, so that higher education is not uprooted from the cultural roots of society and can answer the challenges of globalization
Madrasahs as Stewards of Living Heritage: Approaches for Cultural Continuity in Islamic Education Akbar Yusgiantara, S.Pd.
Vol. 3 No. 1 (2025): Proceeding of International Conference on Cultures & Languages 2025 101-120
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Madrasahs in Muslim-majority cultures serve as centers of religious education and as guardians of living heritage, safeguarding communal memory, cultural values, and intangible traditions. However, globalization, secularization, and uniform educational changes progressively jeopardize their heritage-focused functions. This study utilizes a narrative literature review (2015–2025) to examine how madrasahs navigate the equilibrium between tradition and innovation in preserving cultural continuity. Three principal domains arise: curriculum contextualization, which incorporates local cultural practices into Islamic education; community engagement, which fortifies the intergenerational transfer of knowledge and values; and digital adaptation, which facilitates the preservation and dissemination of intangible heritage via contemporary platforms. The results demonstrate that although madrasahs successfully preserve cultural identity, inconsistent policy backing, unequal execution, and inadequate digital infrastructure impede systematic integration. The study reconceptualizes madrasahs as dynamic entities that bolster legitimacy and relevance via the integration of religious education and historical preservation. It underscores the imperative for cooperative initiatives among politicians, educators, and cultural institutions to institutionalize heritage-based education and avert cultural stagnation. This research situates madrasahs within the language of cultural sustainability, contributing to broader discussions on Islamic pedagogy, educational adaptation, and the role of faith-based institutions in preserving living legacy in the twenty-first century.
PEMEROLEHAN BAHASA IBU PADA ANAK BERUSIA 4 TAHUN (Studi Kasus Kajian Fonologi Bahasa Madura Pada Anak Berusia 4 Tahun) wildan; rudi
Vol. 3 No. 1 (2025): Proceeding of International Conference on Cultures & Languages 2025 759-776
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Language is the ability to communicate with others. In this sense, it includes all means of communication through which thoughts and feelings are expressed using symbols or signs to convey meaning—such as speech, writing, gestures, numbers, drawings, and facial expressions. Language acquisition is greatly influenced by the family environment. It appears that children at the age of two often produce sound omissions and alterations in the language they speak. The analysis shows that sound omissions are influenced by the immaturity of speech organs and articulation methods, while sound changes are related to the stages of complete language acquisition.This study aims to describe the acquisition of the mother tongue in a 4-years-old child, focusing on the phonological aspects of the Madurese language. Using a case study approach, data were collected through observation and recordings of the child’s speech in family and social settings with qualitative descriptive methods.. The findings reveal that the child has acquired most phonemes in the Madurese language, although some systematic phoneme substitutions still occur. These findings indicate a distinctive phonological development process in early language acquisition. This research contributes to the field of child language studies, particularly in the context of regional languages.
Nilai-Nilai Pendidikan Karakter Dalam Serat Wedhatama Karya Kanjeng Gusti Pangeran Adipati Arya Mangkunegara IV Aji Ari Wibowo; Hakiman, S.Pd.I., M.Pd.
Vol. 3 No. 1 (2025): Proceeding of International Conference on Cultures & Languages 2025 89-100
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The moral and ethical degradation of teenagers is partly influenced by the flow of globalisation in Indonesia. To overcome this, it is necessary to instil character education values, not only through formal education, but also through literary works such as Serat Wedhatama. Unfortunately, this work is not well known among the younger generation due to their low interest in local wisdom and the strong influence of Western culture. This study aims to identify the character education values in Serat Wedhatama by Kanjeng Gusti Pangeran Adipati Arya Mangkunegara IV. The method used is library research with a descriptive qualitative approach. Data was obtained from primary and secondary sources through documentation techniques, while data validity was tested through careful observation. Data analysis was conducted through six stages, starting from unit determination, sample selection, data recording, data simplification, and description of results. The results of the study revealed five character education values, namely religious, honest, tolerant, hardworking, and peace-loving. Religious values teach the four types of worship: physical worship, creative worship, spiritual worship, and emotional worship. Honesty values emphasise speaking the truth and acknowledging one's shortcomings. Tolerance values teach respect for differences. Hard work values encourage constant effort to earn rewards and glory. Peaceful love values teach compromise, forgiveness, and non-retaliation.

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