5 students of the Film and Television Study Program (FTV) at the Universitas Pendidikan Indonesia successfully completed their Bachelor Program studies on time after being declared ‘Passed’ at the thesis examination which was held on Friday, June 9, 2023. The five students were Siti Anisa Setiani and Mauly Putri Dipiati from Television Studies major, as well as Restu Rizqina, Wiki Riandi, and Nabila Pramadita from Film Studies major.

This graduation is a new historical milestone for the FTV Study Program for it is the first time the FTV graduates Bachelors, all of whom are the First Batch of the Study Program who have struggled to overcome the various dynamics during the implementation the national curriculum and through the Covid-19 pandemic. Specially, 4 out of 5 students participating in the examination were those who are categorized to have graduated “Without Thesis” category. The 4 students succeeded in publishing their scientific papers in various nationally accredited journals which were later converted and recognized as alternative requirements for graduation at the Bachelor level. “Without Thesis” passed itself is an alternative to completing studies that has been implemented at the Universitas Pendidikan Indonesia since 2018 based on the Rector Regulation of the Universitas Pendidikan Indonesia Number 3259/UN40/HK/2018.

Head of the FTV Study Program, Dr. Hery Supiarza, M.Pd, hopes that this graduation moment can encourage other fellow students to be more productive in creating film and television works and take part in making theoretical and practical contributions to society through their scientific writings which are published on nationally and internationally accredited journals or other film and television creation works. Congratulations to fellow students for all their achievements! (Humas Contributor/Irwan Sarbeni)

Universitas Pendidikan Indonesia and the Asia-Pacific Center of Education for International Understanding (APCEIU), under the auspices of UNESCO, hold a Training of Trainers (ToT) on Global Citizenship Education from June 6 to 8, 2023, which is located in the city of Bandung and Campus Universitas Pendidikan Indonesia. This activity aims to provide the overall GCED concept to selected UPI faculty members who will become the GCED core trainers and researchers. The outcomes of this TOT will be the GCED courses designed for teacher education in Indonesia.

The Training of Trainers (ToT) was attended by presenters: Ms. Yangsook Lee, Unesco APCEIU; Dr. Min Joung Park, Unesco APCEIU; Prof. Dr. Rohizani Yaakub, GCED, expert, University Sains Malaysia; Prof. Dr. Dasim Budimansyah, M.Si, Director of GCC-Indonesia, Professor in Sociology of Citizenship; Prof. Ace Suryadi, M.Sc, Deputy Director of GCC-Indonesia, Professor in Economics of Education.  The activity was also attended by the Vice Rector for Education and Student Affairs Universitas Pendidikan Indonesia Prof. Dr. Didi Sukyadi, M.A; coordinators, namely Prof. Dr. Danny Meirawan, M.Pd., Coordinator of Training GCC-Indonesia, Professor in Technical Engineering, and Dr. Ridwan Purnama, S.H., M.Si., Coordinator of R&D GCC-Indonesia, Associate Professor in Education Law, Universitas Pendidikan Indonesia.

The training of trainers (ToT) materials discussed are understanding interconnectedness and diversity, deepening understanding of GCED, the conceptual framework of GCED, and UNESCO’s guidance. Promoting GCED in the Asia-Pacific Region and Introducing Teaching-Learning Resources Available: GCED Practice in Schools in Korea, Malaysia, and Indonesia Current Situation of GCED in Indonesia, GCED Integration in Teacher Education, Designing GCED Courses for Teachers, and Action Plan Development Working in Group: How to Integrate GCED at Universitas Pendidikan Indonesia.

Universitas Pendidikan Indonesia and the Asia-Pacific Center of Education for International Understanding (APCEIU) under the auspices of UNESCO have expressed their commitment and interest in joining efforts to promote and develop cooperation in Global Citizenship Education (GCED) in Indonesia. The collaboration will enhance the capacities of teacher education institutions in GCED through the implementation of the GCED Cooperation Center Project in four areas: teacher training in GCED, GCED curriculum and course development, GCED research and policy development, and dissemination of information on GCED.

Ms. Yangsook Lee explained Training of Trainers (ToT) is part of the GCED Cooperation Center in Indonesia. GCED is an educational approach that emphasizes developing students’ competencies, values, and attitudes to enable them to become active and responsible global citizens. Its aim is to promote understanding of global issues, cultural diversity, social justice, human rights, and sustainable development. GCED aims to improve students’ critical thinking, problem solving, and decision-making skills, as well as their ability to collaborate with people from different cultural backgrounds.

Prof. Dr. Dasim Budimansyah, M.Si., said The objective of this workshop is twofold: to enhance the capacity of UPI faculty members in GCED and to discuss the integration of GCED at UPI and beyond. Through the lectures by GCED international experts and national GCED specialists. Prof. Dr. Dasim Budimansyah, M.Si., is confident that participants will gain advanced knowledge of GCED and be able to design GCED courses for teacher education in Indonesia. We have a diverse group of participants for this workshop, including UPI faculty members, primary, secondary, and high school teachers from Bandung, as well as representatives from the Provincial Education Office of West Java.

Prof. Dr. Didi Sukyadi, M.A., said Global Citizenship Education (GCE) is more important than ever in today’s world, where we face complex global challenges such as climate change, poverty, inequality, transnational crimes, and some geopolitical issues. It aims to empower individuals to become good, smart, and responsible global citizens who can contribute to building a more peaceful, just, and sustainable world. It is essential to develop the capacity of educators to deliver quality GCED programs that equip learners with the necessary knowledge, skills, and values for global citizenship.

GCED is not just about knowledge acquisition but also about values and skill development, such as empathy, respect, dialogue, collaboration, and action. GCED is an approach to education at all levels and types of education, from early childhood to higher education, formal and non-formal education, and lifelong learning. GCED is a cross-cutting theme that can be integrated into various subjects and activities and requires innovative pedagogies that engage learners in experiential and transformative learning. This also has a strong policy dimension on the global agenda for sustainable development, as it requires the support of policymakers and authorities to create an enabling environment for GCED to thrive. The partnership reflects our shared commitment to promoting quality education for all and building a culture of peace and global citizenship.

Printmaking as an art culture in Indonesia is a form of culture that has been carried on since colonial times. Printing technology, which was all used as a mass media technology, was eventually developed into an artistic medium. Along with the development of the era of modern art in Indonesia, printmaking also developed towards applied art until it eventually became a visual communication design. This concept tries to combine the conventional printmaking process with the need for mass information delivery. However, in practice, there are still many artists who choose the conventional printmaking process as a medium for their work to this day.

The printmaking studio at Universitas Pendidikan Indonesia (UPI) tries to represent the idea of the theme “error” as a work process. This refers to the empirical experience that students go through during the learning process in class. This process does not escape failure, but it also builds the character of each student who experiences the process in the printmaking studio at UPI. The Faculty of Art and Design Education at UPI is located in Bandung City, Indonesia. This university has 6 study programs with an interest in art, one of which is Fine Arts Education, in which there is a printmaking studio.

Involvement in the XIII Biennale Graphic Poznan 2023 is a collaboration between students, professors and alumni in a printmaking studio, most of whom have also become professional artists. The process of creating this work raises the idea of participatory, where every individual involved in it becomes an inseparable part of the ideas and works that appear. The term “Gotong Royong” which means working together. This term comes from the Javanese words gotong which means “to lift” and royong which means “together”.

Everyone is required to have a sense of mutual cooperation, and this is ingrained in all elements and levels of society in Indonesia. Because, by having that awareness, all levels of society will find it easier to carry out all activities in a mutual cooperation way. With this pattern, the work will feel easier because it is done together. This idea becomes the basic foundation of our work to represent the idea of working together to reduce “Error” rates.

GOTONG ROYONG

accompanying exhibition by Faculty of Art and Design of the Indonesia University of Education

International Cooperation within the frames of the XIII Biennale of Graphic Arts “Error”

Gallery Curators’LAB, 12 Nowowiejskiego Str.

Poznan – Poland

Opening: 25.04, 18:00

Duration: 25.04 – 10.05

Artists:

Nala Nandana

Dadang Sulaeman

Sigit Ramadhan

Zaenal Abidin

Zakarias S. Soeteja

Wisesa Weninggalih

This project is “Hi-Grapher” collaboration initiated by Zainal Abidin, Sigit

Ramadhan, Nala Nandana and Wisesa Weninggalih in 2009. The first Artist Proof prints

were exhibited at the Yogyakarta National Museum, Yogyakarta – Indonesia in 2010. In

2022 , Nala Nandana carried out the restoration of the Gotong Royong work together

with Dadang Sulaeman and Zakarias S. Soeteja (as responsible for the graphic studio at

UPI). Restoration works in 2022 will be included in the 13th Graphic Biennale in Poznan,

Poland.

Starting in 2017, UPI has been participating in an Erasmus+ sponsored project called CALOHEA (Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Asia). The main purpose of this project is to seek to impact higher education in the ASEAN region, by measuring and comparing the learning outcomes of higher education institutions in Europe and Asia.

The first batch of the project was led by The University of Bilbao in Spain (2017-2019) and the second batch (2021-2023) was led by the University of Groningen, The Netherlands.  

This program is co-funded and sponsored by Erasmus+

The project focuses on comparing three subject area groups (civil engineering, medicine, and teacher education). This project involves 31 institutions across 13 countries over 2 continents partnering up to drive institutional progress within management operations and the internationalization of higher education within the region.

In the ASEAN region, the project was managed by ASEAN University Network (AUN) which is based in Bangkok, Thailand.

The project involves three subject area groups (civil engineering, medicine, and teacher education). Universitas Pendidikan Indonesia participates in two subject area groups; civil engineering and teacher education.  

In each subject area group, the project covers three aspects. First, the creation and use of regional subject-specific qualifications and assessment reference frameworks to permit greater comparability of institutional degree program profiles. Second, the instalment of the culture of student workload measurement as an integral part of curriculum design. Third, the implementation of authentic assessment of internationally comparable learning outcomes in the degree program.   

In this first project, Universitas Pendidikan Indonesia (UPI) participated in one subject area group only, teacher education. Meanwhile, in the second one, UPI joins in two subject groups; education and civil engineering. The teacher education area group is represented by the Accounting Education Program, the Faculty of Business and Economics Education, whereas the civil engineering is represented by The Civil Engineering Education Program, the Faculty of Technology, and Vocational Education. Each subject group has the following members:

Teacher Education

Professor Dr. Dinn Wahyudin, M.A.
Professor Ahmad Bukhori Muslim, Ph.D.
Professor Dr. Vanessa Gaffar, MBA.
Yanty Wirza, Ph.D.
Dr. Heni Mulyani

Civil Engineering

Dr.T. Ir. Juang Akbardin, S.T., M.T., IPM.
Ir. Dadang Mohamad, MSCE., Ph.D.
Dr. Ir. Nanang Dalil Herman, S.T., M.Pd., IPM.
Mardiani, S.Pd., M.Eng.
Asrinia Desilia, S.T., M.T.
Istiqomah, S.T., M.T.

This year 2023, in the framework of the CALOHEA Erasmus+ project co-funded by the European Union, representatives of Universitas Pendidikan Indonesia will take part in the first National Dissemination Meeting in Surabaya, Indonesia on 2-3 March 2023 hosted by Institut Teknologi Surabaya (ITS). Previous meetings were usually held in the AUN Secretariat, Bangkok Thailand.  

The involvement of UPI representatives in this project is expected to help improve the outcomes of teaching and learning, particularly in the study programs involved, so that it can increase the employability of the graduates. This international partnership is also expected to improve the academic and employer reputation of Universitas Pendidikan Indonesia.

To learn more about the project, please visit the CALOHEA website at https://calohea.org/“

The advancement of sophisticated technology in this era has changed the teaching and learning process which involves technology in the classroom. Nowadays, teachers not only use projectors in the classroom, displaying videos or images in Power point and social media, but also use learning platforms such as Quizizz, Nearpod, and Kahoot. 

Unfortunately, this method of communication has frequently failed to provide effective communication with the students.   Furthermore, the students are already familiar in using various modes (multimodal) of communication outside the classroom. As a result, teachers should be made aware of the importance of multimodal literacy through learning.

In response to the significance of the multimodal literacy development, faculty staffers of the English Language Education Study Program, FPBS UPI chaired by Ika Lestari Damayanti, Ph.D., developed a research team with the goal of empowering teachers and children at Bumi Siliwangi Piloting Elementary School through a multimodal literacy program from July to October 2022. Through the making of digital texts by elementary students, this program aimed to both advance and increase their awareness of multimodal literacy.

This research program was also designed to foster multimodal literacy among children by having them create digital writings. Moreover, this program was created to aid in the implementation of Kurikulum Merdeka in Indonesia, which mandates that English teachers incorporate technology as well as diverse text types, such as digital and multimodal texts, in their lessons.  In addition, the program’s chosen topic was environmental consciousness, one of the primary themes in the Pelajar Pancasila profiles suggested by the Ministry of Education, Culture, and Technology.

Multimodality refers to when a person uses several different modes of communication at once. Combining these forms, in the opinion of Kress and Van Leeuwen (2001), aids in completing and reinforcing particular meanings. A person employs non-verbal language (movement), sound, music, space, and other semiotic sources in addition to verbal language when communicating to stress particular meanings to other people.  

In this current research, elementary students’ multimodal literacy was investigated through the process of the making of English digital text in order to observe how multimodal literacy was developed and taught in elementary school. This program revealed that students were able to use sources in their surroundings to build their experiences in communicating their messages through digital text which they created.

The current study involved 2 teachers and fifth grade students in Bumi Siliwangi Piloting Elementary School. The study began with providing teachers with multimodal teaching materials and strengthening their classroom activities; planning the lessons, modifying already-existing teaching materials to raise children’s environmental awareness, and choosing appropriate teaching materials to be implemented in the classroom was followed.

Furthermore, the teachers were given freedom to select their teaching media in order to aid them in teaching learning sessions, such as written texts, images, and video which then packed into teacher’s teaching media. In this study, the teachers chose Nearpod, Power point, and Annotation feature in Zoom to deliver their teaching.

One of the teachers of Bumi Siliwangi Elementary School, Tira Rostia Wardini, S.Pd., who happened to be a research participant, commented, “Creating digital texts with children while they are learning English is refreshing as we can see how they find their unique ways to make meaning through verbal and visual modes of communication.”  It seems that digital literacy has created a conducive learning online environment that teachers can explore and use to teach their students how to write more meaningfully and in fun ways.

In fact, this study shows that this digital approach to learning is potential to be integrated with English lessons. With the knowledge the teachers have in using multimodal various features in the classroom, the material can be directed to teach significant issues, one of which aims to enhance students’ environmental awareness for elementary students. Also, teachers would have various options to provide support to children in interpreting information.

Furthermore, the study showed that digital text created by the students, where some of them were able to visualize their knowledge on environmental awareness as shown in figures 1 and 2. Significant multimodal features such as images, shapes, and intersemiotic relationships occur in the picture the students made. In addition, the students are aware of multimodal text functions for various communicative purposes such as prohibition and description as shown in figures 3 and 4.

More interesting topics would be recommended to be investigated further.   Anyone interested in this program is warmly welcomed to discuss with the researchers’ team to learn more about this program. It has been planned to be examined with a bigger scale next year (Lulu Laela Amalia/Enhancing students’ creativity is a key element in today’s world of language teaching and learning. Dr. Ika Lestari Damayanti and her team took major steps in developing students’ literacy through current technology)