Bandung, UPI

Universitas Pendidikan Indonesia (UPI) held a highly productive Focus Group Discussion (FGD) on Thursday, May 21, 2026, from 13.00 to 15.00 WIB at the Robotics Laboratory on the 7th floor of the FPTI Building. The discussion brought together academics from three different academic units, namely the Faculty of Language and Literature Education (FPBS), the Graduate School (SPs), and the Faculty of Technology and Industrial Education (FPTI), to explore opportunities for interdisciplinary collaboration in developing AI-powered humanoid robots as assistants for English language teaching.

The FGD reflected UPI’s growing commitment to responding proactively to rapid technological developments in artificial intelligence, robotics, and digital education. Participants emphasized that universities, especially educational institutions like UPI, must begin preparing for the future integration of intelligent technologies into classroom learning environments.

The event gathered scholars and researchers from diverse disciplines, including linguistics, computational linguistics, educational technology, artificial intelligence, and robotics engineering. Representing FPBS was Dr. Farida Hidayati, M.Pd. from the English Language and Literature Study Program, whose expertise focuses on Digital Linguistics. From the Graduate School (SPs), Dr. Ruswan Dallyono, M.Pd. from the Linguistics Program shared perspectives from the field of Computational Linguistics. Meanwhile, FPTI was represented by Dr. Erik Hartman, Head of the Industrial Automation and Robotics Education Program (PTOIR), along with Resa Pramudita, S.Pd., M.T., who also contributed insights regarding robotics systems and AI integration.

From the beginning, the discussion was marked by a dynamic exchange of ideas regarding the future of education in the age of AI. Participants agreed that technological transformation is occurring at an unprecedented pace and that educational institutions must actively adapt to these changes rather than merely observe them.

AI and the Transformation of Language Education

One of the central themes discussed during the FGD was the growing role of artificial intelligence in language education. Dr. Farida Hidayati explained that modern language studies are increasingly interconnected with digital technology, machine learning, and human-computer interaction.

According to her, Digital Linguistics provides new possibilities for understanding how language can be processed, analyzed, and taught through intelligent systems. Humanoid robots capable of speech interaction and natural communication may eventually become valuable educational tools in language classrooms.

“Today’s students are digital natives. They are already accustomed to interacting with technology in their daily lives. Educational robots powered by AI may help create more engaging, interactive, and personalized learning experiences,” she explained during the discussion.

She also noted that students often respond positively to interactive technologies because they create a learning atmosphere that feels more dynamic and less intimidating. In the context of English language learning, robots may potentially assist students in practicing speaking skills, pronunciation, vocabulary exercises, and conversational interaction.

Meanwhile, Dr. Ruswan Dallyono emphasized the importance of Computational Linguistics in the development of AI-based educational robots. He explained that creating a humanoid robot capable of natural conversation requires far more than simple pre-programmed responses.

“Natural interaction requires advanced language-processing systems. The robot needs speech recognition, natural language processing, semantic understanding, contextual interpretation, and conversational AI capabilities,” he explained.

He added that one of the greatest challenges lies in enabling robots to understand human communication in a flexible and meaningful way.

“If the interaction is purely scripted, students will quickly lose interest. The goal is to create interaction that feels natural, adaptive, and educationally meaningful,” he added.

Inspiration from China and Finland

The discussion also highlighted examples from several countries that have begun integrating humanoid robots into educational settings, particularly China and Finland.

Participants discussed how schools in China have started using educational robots in English language learning, mathematics instruction, and STEM education. These robots can deliver instructions, interact with students through simple conversations, assist pronunciation exercises, and provide immediate responses during classroom activities.

Similarly, Finland has explored the use of social robots designed to support personalized and collaborative learning. In Finnish educational settings, robots are often viewed not as replacements for teachers but as complementary tools that enhance student participation and engagement.

The participants agreed that these international developments indicate a broader global trend toward AI-assisted education.

“UPI should not remain passive while educational transformation is happening globally. Universities must become innovators and contributors to future educational technologies,” one participant remarked.

The FGD participants viewed this initiative as an important first step toward establishing interdisciplinary collaboration at UPI that combines expertise from language education, AI, robotics, and digital pedagogy.

The Financial Reality of Humanoid Robot Development

Despite the enthusiasm surrounding the idea of AI-powered humanoid teaching assistants, the participants also discussed the substantial financial and technical challenges involved in such projects.

Dr. Erik Hartman explained that developing a fully dynamic humanoid robot integrated with advanced AI systems is extremely expensive.

“If we are talking about a dynamic humanoid robot capable of natural movement and AI-based interaction, the estimated development cost could reach around IDR 260 million or even more,” he explained.

According to him, humanoid robotics requires integration between sophisticated hardware and software systems, including actuators, motion systems, sensors, computer vision modules, AI processors, microphones, navigation systems, and machine learning infrastructure.

He also pointed out that while Indonesia’s national research funding schemes such as BIMA are very valuable, they are still insufficient for large-scale humanoid robotics development.

“The maximum BIMA research funding of around IDR 150 million is extremely helpful for many projects, but for advanced humanoid robotics, much larger funding is required,” he said.

Because of these limitations, the participants discussed the possibility of seeking support from international funding programs such as Erasmus+ or other international collaborative research grants.

Meanwhile, Mr. Resa Pramudita, S.Pd., M.T. emphasized the importance of designing educational robotics systems that are scalable and adaptable to Indonesia’s educational context. According to him, one of the key challenges in educational robotics is not merely building sophisticated machines, but ensuring that the technology remains practical, maintainable, and accessible for schools and researchers. He noted that early-stage development should focus on modular and experimental robotic systems that allow continuous improvement through interdisciplinary collaboration.

“Technology development must be realistic and sustainable. We should begin with prototypes that are affordable and functional for educational experimentation. From there, the system can gradually evolve into more advanced humanoid platforms,” he explained.

He further highlighted that collaboration between robotics engineering, AI development, and language education researchers is essential for creating educational robots that are not only technologically impressive but also pedagogically meaningful.

The FGD also highlighted the importance of multidisciplinary collaboration. Participants agreed that humanoid robot development cannot rely solely on robotics engineers. Instead, it requires close cooperation between experts in linguistics, AI, machine learning, educational psychology, instructional design, and software engineering.

Starting with Smaller and More Affordable Educational Robots

One of the key conclusions of the FGD was that UPI should begin with smaller-scale experimental projects before attempting to build a fully sophisticated humanoid robot.

Rather than immediately targeting highly advanced humanoid systems, the participants suggested developing affordable educational robots as early-stage prototypes.

Educational and hobby robots currently available in the market generally range from IDR 3 million to IDR 10 million. Examples mentioned during the discussion included coding robots such as TIG and educational robots like Miko.

Although these robots are much simpler than advanced humanoid systems, participants agreed that they could serve as practical starting points for experimentation in AI-assisted language learning.

“The important thing is to build the research foundation first. We can begin with simpler systems to study how students interact with educational robots in language-learning contexts,” one participant stated.

Dr. Ruswan Dallyono added that the linguistic interaction system itself should become an early research priority.

“We can initially focus on conversational AI, speech interaction, and language-processing systems. Once the linguistic model becomes stronger, more advanced hardware can gradually follow,” he explained.

This phased approach was considered far more realistic and sustainable given current financial and technological conditions.

Robots as Educational Assistants

Throughout the discussion, participants consistently emphasized that robots should not replace teachers. Instead, they should function as educational assistants designed to support human educators.

Humanoid robots may offer several practical advantages in language learning environments. They can conduct repetitive speaking exercises without fatigue, provide immediate pronunciation feedback, maintain consistent interaction with students, and create a more engaging classroom atmosphere.

For introverted students or those who feel anxious when speaking English in front of peers, interaction with robots may also reduce social pressure and increase confidence.

Additionally, AI-powered systems can potentially provide adaptive learning experiences tailored to individual student needs and learning progress.

Nevertheless, participants strongly agreed that teachers remain central to education because teaching involves emotional understanding, empathy, ethical judgment, and social interaction that technology cannot fully replicate.

“Teachers remain irreplaceable. Technology should support teachers, not replace them,” Dr. Farida Hidayati emphasized.

Toward Future Research Collaboration at UPI

The FGD concluded with optimism regarding the future of interdisciplinary collaboration at UPI. Participants discussed the possibility of developing collaborative research initiatives involving Digital Linguistics, Computational Linguistics, Robotics, Artificial Intelligence, and Educational Technology.

Potential future projects discussed during the session included: AI-powered speaking assistant robots, automatic pronunciation assessment systems, conversational educational chatbots, social robots for classroom interaction, AI-driven gamified language-learning platforms, and adaptive learning systems based on student linguistic data.

The participants agreed that such collaboration could help position UPI as one of Indonesia’s leading universities in educational AI and robotics research.

Ultimately, the FGD demonstrated that the future of education will increasingly involve interdisciplinary cooperation and technological innovation. By initiating discussions and collaborative planning today, UPI is taking important steps toward preparing for the rapidly evolving educational landscape of tomorrow.

The productive exchange of ideas at the Robotics Laboratory on the 7th floor of the FPTI Building marked not only the beginning of a possible research collaboration but also a broader commitment by UPI to engage actively with the future of AI-driven education. (Ruswan)

Bandung, UPI

Positive Technologies, a leader in the Russian cybersecurity industry, is continuing to strengthen its educational ties with Indonesia. During the International Economic Forum “Russia–Islamic World: KazanForum,” the company signed agreements with six of the republic’s leading universities:Universitas Brawijaya (UB), Universitas Pendidikan Indonesia (UPI), Politeknik Manufaktur Bandung (Polman), Institut Teknologi dan Sains Mandala (ITSM), and

Universitas Darul Ma’arif (UDM). A similar document was signed a day earlier in Moscow with Universitas Padjadjaran (UNPAD), and Universitas Gadjah Mada (UGM) a year before. The primary goal of these partnerships is to develop the cybersecurity workforce in Southeast Asia’s largest country.

The memorandums of understanding and cooperation outline a series of joint educational initiatives. These include faculty training, the establishment of dedicated labs for hands-on cybersecurity practice, and the development of courses covering defensive security, as well as secure software development practices. Furthermore, the parties agreed to deploy EdTechLab, a self-directed training platform, across the participating universities.

“A highly skilled workforce is essential for achieving strong cyber resilience across companies, industries, and entire nations. At Positive Technologies, we have built one of the industry’s leading cybersecurity teams and gathered unique expertise that we are eager to share. This aligns with our global cultural mission to help security professionals worldwide advance their careers by developing their skills and competencies. Partnering with Indonesian universities helps us strengthen a community of experts who can collaboratively combat cyberthreats in Southeast Asia and globally,” said Elena Grishaeva, Regional Director for Southeast Asia at Positive Technologies.

Indonesia, along with other leading Southeast Asian economies, is heavily investing in digital infrastructure, advancing e-government initiatives, and adopting modern technologies. However, this rapid digitalization comes with a downside. It expands the cyberlandscape and broadens the attack surface, leaving the country more vulnerable to cyberattacks. Today, this region is a prime target for cybercriminals. According to a report by Positive Technologies, Indonesia accounts for roughly 40% of all reported data breaches in Southeast Asia.

“In the era of rapid digital transformation and increasingly complex cyberthreats, cybersecurity has become a strategic priority for every nation seeking to build a resilient and sustainable digital ecosystem. Universitas Padjadjaran believes that higher education institutions play a vital role in preparing future cybersecurity talent through stronger academic programs, practical training, research collaboration, and industry engagement. We greatly appreciate the expertise and international experience of Positive Technologies, which is already partnering with several Indonesian universities to advance cybersecurity education and professional capacity building. We are confident that this collaboration will strengthen practical competencies in cybersecurity, foster innovation and knowledge exchange, and contribute meaningfully to the development of Indonesia’s national cyber resilience,” noted Arief Kartasasmita, Rector of UNPAD.

“Over the past two years, we have built one of Indonesia’s largest international educational partnerships in cybersecurity, bringing together twelve of the country’s top universities. We are steadily cultivating an environment where education moves beyond theory into hands-on practice, closely mirroring the real-world scenarios students will encounter in their careers. This approach helps us train a new generation of professionals who can anticipate and prevent attacks rather than merely reacting to them. The involvement of Indonesian students in Positive Hack Camp has become a well-established tradition. In 2026, they will participate in the program for the third time, tackling real-world cases and enhancing their skills on a global scale,” said Yuliya Danchina, Director of the Educational Programs and Projects Center at Positive Technologies.

In May 2025, Positive Technologies signed cooperation agreements with four leading Indonesian educational institutions during the international Positive Hack Days cyberfestival. This momentum continued in June, when Universitas Gadjah Mada (UGM) and Universitas Muhammadiyah Jakarta (UMJ) formalized their own partnerships with Positive Technologies. In August, Universitas Nahdlatul Ulama Nusa Tenggara Barat (UNU NTB) also joined the collaboration⁠.

The August signing ceremony took place during Positive Hack Camp, a global educational initiative launched by Positive Technologies⁠ and Positive Education to help train the next generation of cybersecurity professionals. Supported by the Russian Ministry of Digital Development, the program brought together more than 90 emerging cybersecurity practitioners from 25 countries across Asia, Africa, and the Middle East. (Asep Miftahudin)

Bandung, UPI

When Lusijani, stands before her students and opens a book, the classroom grows quiet not simply because a lesson is about to begin, but because something deeper is taking place. In that moment, she is not only teaching text; she is inviting minds to stretch beyond it, to think, to imagine, and to believe in the power of knowledge. For nearly three decades, that has been the essence of her calling: not merely to teach, but to kindle light.

A graduate of the Geography Education Department at IKIP Bandung in 1997, now Universitas Pendidikan Indonesia, Lusijani chose to remain faithful to a path often overlooked in its quietness and sacrifice: serving as an honorary teacher. Since completing her studies, she has devoted herself to SMA Plus Babussalam in Cimenyan, Bandung Regency, where generations have come and gone, but her sense of purpose has remained unchanged. For her, teaching has never been just a profession. It is, as she sees it, a calling of the soul to illuminate society through knowledge.

A Home Built on Reading

Lusijani’s love of literacy did not begin in a seminar room or professional workshop. It began at home, in a modest household made rich by the habit of reading. Her father nurtured that habit early, surrounding her with meaningful books and encouraging a deep curiosity about the world. From those early encounters with words, she developed the qualities that would later define her: intellectual hunger, sensitivity, and the courage to express ideas with clarity.

Her years at IKIP Bandung strengthened those foundations. Campus life expanded her world beyond lectures, drawing her into Islamic preaching activities, magazine writing, and writing communities that she continued to engage with for more than a decade. Those spaces did more than sharpen her skills; they gave her a voice, a network, and a sense that writing could become a form of service as powerful as teaching itself.

Teaching Beyond the Classroom

The road of dedication was never an easy one. As an honorary teacher, Lusijani worked within the limitations often associated with a profession undervalued despite its immense significance. Yet the constraints of status and recognition never diminished her commitment. She kept showing up, kept guiding students, and kept trusting that every lesson planted with sincerity would one day bear fruit.

Outside school, her role expanded into something even larger. Lusijani became a literacy advocate, an Islamic literacy trainer, and a mentor for students and communities learning to read and write with purpose. Through workshops, training sessions, and communities such as *Sharing Menulis dan Bisnis* and *Emak Penulis Peradaban*, she encouraged others to discover their own voices through writing. In her hands, literacy became more than a skill; it became a foundation for dignity, reflection, and civilization.

Writing as a Lasting Legacy

Her written works stand as a testament to that consistency. Beginning with *Flora Fauna Maskot Indonesia*, a book selected as a national enrichment title, Lusijani went on to write more than 30 books and many collaborative works. From haiku to nonfiction, her writing carries the same spirit found in her teaching: to share knowledge, to inspire others, and to create meaning that lasts beyond the moment.

Her expertise also led her to serve as a speaker on writing, a workshop mentor, and a judge in literacy competitions. Though her influence widened, the essence of her work stayed the same. Whether in a classroom, a training session, or the pages of a book, she remained an educator at heart.

Recognition Rooted in Service

Over time, that long and steady devotion received well-deserved recognition. Lusijani was honored with several awards, including Inspirational Female Teacher 2026, and was also named a recipient of the UPI Alumni Appreciation Award as an Outstanding and Inspiring Teacher. Yet for her, recognition is not the destination. What matters more is impact: whether the work truly reaches people, strengthens them, and leaves behind something of value.

To UPI students and fellow alumni, she offers a message grounded in humility and conviction: keep learning, keep seeking knowledge, and trust that every sincere effort will find its way. She believes that teachers are also messengers, and that writing is among the most enduring forms of legacy. The words left behind today, she reminds us, may become a continuing source of benefit for families, communities, and generations yet to come.

In Lusijani’s story, UPI’s educational spirit appears in one of its most meaningful forms: not in spectacle, but in steadfastness. Her life proves that change does not always begin on grand stages or under bright lights. Sometimes it begins quietly—in a classroom, in a notebook, in a page turned with care. And when someone remains faithful to lighting that small flame, its glow can travel far beyond what the eye can see. (VS)

When Syawaludin first walked through the bustling corners of IKIP Bandung in 1993, he was not carrying textbooks or notes in his bag. He was carrying Bangka crackers, ready to be sold. From a narrow lane in Geger Kalong called Gang Cempaka, his path began quietly, almost invisibly. Yet from that modest beginning, he would one day rise to become a Commissioner of the Indonesian Central Information Commission, proving that a life shaped by struggle can also be shaped by purpose.

He entered IKIP Bandung to study Special Education, or Pendidikan Luar Biasa, not because he had long planned it, but because information at the time was limited and he simply made the best choice available to him. Looking back, Syawaludin sees that decision as transformative. In that department, he gained a deeper understanding of equality and human dignity—values that would later guide how he worked, led, and served.

Learning to Survive, Learning to Lead

Life as a student migrant was far from easy. Syawaludin lived in narrow alley called “Gang Cempaka”, near the campus, in a small prayer house that he also helped maintain through religious study groups and communal activities. With limited financial support, he had to think creatively just to stay in school. He did not merely study; he endured, adapted, and built a way forward with remarkable determination.

Each day, he fried crackers and moved from one campus canteen to another, leaving his products on consignment. “My daily routine was selling Bangka crackers. My boarding room was full of crackers,” he recalled. But his entrepreneurship did not stop there. He also started an English translation service, even though he knew he was not yet fluent himself. Rather than treating that as a weakness, he turned it into a network-building strategy, recruiting English students and lecturers and acting as the connector who made the work possible.

At one point, he worked with as many as 20 translators. “I was only the marketer,” he said with characteristic humility. He also sold garlic by cutting out the middleman and supplying bakso (meatballs) sellers directly. In the narrow spaces of Gang Cempaka, Syawaludin created his own ecosystem of survival—one built on initiative, resilience, and a refusal to wait for perfect conditions.

From Rejection to Redirection

After graduation, reality tested him again. He had hoped to become a teacher, but the salary he was offered was only Rp60,000 ($4) per month, far below what he needed to live. The disappointment was real. Yet rather than surrender to frustration, he chose another path. If he could not teach in a classroom, he would teach on a wider stage.

That decision led him into journalism. His entry into the field came not through ease, but through persistence. When a journalism training program at the national tin company (PT Timah) was already full, he still showed up and asked for the chance to join. His determination paid off: he was accepted as the 31st participant. From there, he moved steadily forward, first as a journalist, then as a company leader, and later as a regional election commissioner for two terms.

Eventually, he continued his public service in the Information Commission before earning national selection and taking his seat as Commissioner of the Indonesian Central Information Commission. His career was never simply about titles; it was about consistency, patience, and the quiet discipline of showing up for every opportunity.

Integrity as a Way of Life

Among the principles that have guided Syawaludin throughout his journey, honesty stands at the center. “Honesty is intelligence. People who lie are foolish,” he said firmly. For him, integrity is not an abstract ideal but a daily practice, especially in a role that concerns public trust and access to information.

As a commissioner, he carries forward the spirit formed during his student years, particularly his concern for equitable access to information, including for persons with disabilities. He believes that information is essential to independence. Without it, too many talents remain hidden and too many voices unheard. That conviction reflects the enduring influence of his UPI education, where equality and human values were part of the foundation, not an afterthought.

A Campus That Shaped a Life

Syawaludin still remembers the small acts of kindness and camaraderie that sustained him during his years at UPI. He shared crackers with friends, treated others when he had a little extra, and built relationships that helped him through difficult times. For him, intelligence was never only academic. It was social, economic, and moral.

UPI gave him more than a degree. It gave him principles, a life partner, and even a lasting memory rooted in faith and belonging. He named his child Furqon, inspired by Masjid Al-Furqon, the place where he once prayed and discussed life as a student. In that gesture, the campus became part of his family story, woven into the next generation.

Today, as he looks at UPI’s growth with pride, he offers a simple but powerful message: public trust must be protected through openness. “Transparency is the gateway to trust,” he said. In a time when institutions are constantly tested, his words carry particular weight.

The Power of Small Beginnings

Syawaludin’s life reminds us that greatness does not always begin with privilege. Sometimes it begins with a frying pan, a narrow boarding room, a bag of crackers, and the courage to keep moving. From those early days in narrow-alley accommodationto the national office where he now serves, every step became a lesson in resilience, adaptation, and purpose. His story is a vivid example of how UPI alumni carry the university’s values far beyond campus, transforming hardship into contribution and struggle into service. In his journey, one sees a powerful truth: even the smallest steps can lead to the broadest impact. (VS)

Bandung, UPI

The Bandung Society for Informatics, Electrical Engineering, and Robotics (BSIEER) with the full support from Universitas Pendidikan Indonesia (UPI), once again demonstrated its commitment to interdisciplinary learning by successfully organizing a Modern Web Development Workshop that brought together students from diverse academic backgrounds in an immersive, hands-on experience.

Held from 13:00 to 15:00 at Room 9 on the 4th floor of the FPBS Building, Universitas Pendidikan Indonesia (UPI), the workshop gathered 27 participants from various study programs and institutions, including Universitas Teknologi Bandung and Universitas Komputer Indonesia (UNIKOM). The event reflected BSIEER’s vision of fostering collaboration across disciplines, bridging technology with fields such as linguistics, education, and the humanities.

The session was facilitated by Mr. Muhammad Radhi Maulana, a full-stack software engineer and DevOps engineering enthusiast from the Computer Science program at FPMIPA UPI. With a strong emphasis on experiential learning, Mr. Radhi guided participants through a live coding session using Python and the Flask framework. Step by step, he demonstrated how to build a functional website from scratch, while encouraging participants to actively follow along, experiment, and modify the code to suit their own ideas and needs.

The workshop was initiated in response to a growing awareness among students and faculty that digital literacy, particularly in web development, is becoming an essential skill across disciplines. In recent semesters, BSIEER observed increasing interest from non-technical students, especially those in education and language programs, who expressed the need to create their own digital platforms for teaching, research dissemination, and personal projects.

Additionally, the rapid shift toward digital and hybrid learning environments has intensified the demand for educators who can design and manage online content independently. Many students rely on third-party platforms, but lack the knowledge to customize or build their own systems. Recognizing this gap, BSIEER designed the workshop to introduce accessible tools, specifically Python and Flask, that allow beginners to quickly develop functional and customizable websites.

The initiative was also driven by BSIEER’s broader mission to democratize technology and make it approachable for students outside engineering and computer science fields. By offering a hands-on, beginner-friendly session, the organization aimed to reduce the intimidation often associated with coding and to show that web development can be learned and applied by anyone with the right guidance.

What distinguished this workshop from conventional lectures was its interactive and adaptive nature. Participants were not merely passive listeners; they were co-creators in the learning process. As the code evolved on screen, so did their understanding of backend logic, routing, and dynamic content generation. The opportunity to immediately edit and personalize the code allowed students to see how abstract programming concepts could be translated into practical applications.

The enthusiasm in the room was evident, particularly during the discussion session. Dina, a master’s student in linguistics at UPI, stood out for her active engagement. She raised several insightful questions, including how to integrate Microsoft Excel data into a web application using Python and Flask. Her inquiry opened up a broader discussion on data handling, file processing, and the potential for building educational tools that manage structured data. Mr. Radhi responded by explaining possible approaches, such as using Python libraries to read Excel files and connecting them to web interfaces, sparking further curiosity among participants.

From the undergraduate level, Hasna Salsaabila, a student from the French Study Program at FPBS UPI, shared her excitement about the workshop. She noted that the experience was not only engaging but also highly relevant to her future career as a teacher. According to her, modern educators are increasingly expected to utilize digital platforms, including websites, to deliver teaching materials, interactive media, and even educational games. She expressed that learning how to build a website independently gives her a valuable advantage in designing more creative and accessible learning experiences for her future students.

The event also received strong support from faculty leaders. Prof. Wawan Gunawan, M.Ed., Ph.D., Dean of FPBS, highlighted the importance of integrating digital skills into non-technical disciplines. He remarked that the ability to understand and utilize technology is becoming a fundamental competency for students, regardless of their field of study. He praised BSIEER for initiating a program that equips students with practical skills that extend beyond the classroom.

Ms. Yanty Wirza, M.A., Ph.D., Deputy Dean for Student Affairs, emphasized the significance of student-led initiatives in shaping a vibrant academic environment. She commended BSIEER for creating opportunities that encourage collaboration, innovation, and peer learning, especially among students from different universities and academic backgrounds.

BSIEER President, Mr. Rasyad Hakim, reiterated the organization’s mission to bridge theory and practice. He explained that the workshop was designed not only to introduce technical skills but also to inspire participants to explore how technology can be applied within their respective fields. He expressed hope that such events would continue to nurture a generation of students who are both technically competent and creatively driven.

A member of the BSIEER Advisory Board , Dr. Ruswan Dallyono, M.Pd., also commended the event, noting that the participants’ enthusiasm and engagement were clear indicators of the growing interest in web development and digital skills. The board member expressed hope that such initiatives would inspire students to pursue further innovation and collaboration in the tech ecosystem.

As the workshop concluded, participants left not only with a basic web application they had built themselves but also with a renewed sense of confidence and curiosity. Many expressed interest in continuing to develop their projects and exploring more advanced features in the future.

Through this successful event, BSIEER has once again positioned itself as a catalyst for innovation and interdisciplinary collaboration at UPI. By equipping students with practical digital skills and fostering a culture of active learning, the organization continues to empower the next generation of thinkers, educators, and developers.

Overall, the workshop was met with positive feedback from participants, many of whom appreciated the clarity of the explanations, the relevance of the content, and the opportunity to directly apply what they learned. By the end of the session, students had not only built their own basic web applications but also gained the confidence to continue developing their skills independently.

As the workshop concluded, participants went home not only with a basic web application they had built themselves but also with a renewed sense of confidence and curiosity. Many expressed interest in continuing to develop their projects and exploring more advanced features in the future.

Building on this momentum, BSIEER warmly invites students, aspiring developers, and software engineers to take part in its upcoming workshops and collaborative programs. These events are designed not only as learning spaces, but also as communities where participants can learn from one another, exchange ideas, and grow together in the field of programming. By bringing together individuals from different backgrounds and levels of expertise, BSIEER hopes to cultivate a vibrant ecosystem of knowledge-sharing, innovation, and mutual support in the ever-evolving world of technology. (Ruswan Dallyono)