The doctoral promotion session was held on Monday (28/7/2025). The promotion took place at the Ballroom of the Ki Hadjar Dewantara Building, UNS Tower. The head examiner was the Rector of UNS, Prof. Dr. Hartono, dr., M.Si. At the same time, the promoter is Prof. Dr. Trisno Martono, M.M., alongside the co-promoters, Dr. Dewi Kusuma Wardani, M.Si., and Dr. Leny Noviani, M.Si. Adding to the event’s prestige, the Minister of Primary and Secondary Education of the Republic of Indonesia, Prof. Dr. Abdul Mu’ti, M.Ed., served as the external examiner during the open doctoral defense.

Who is Dr. Maulani?

Dr. Maulani Mega Hapsari was born in Jakarta on November 25, 1978. Since January 2025, she has been the Director of Junior High Schools (SMP) within the Directorate General of Early Childhood (PAUD), Primary, and Secondary Education at the Ministry of Primary and Secondary Education (Kemendikdasmen). Her newly earned doctorate adds to her academic achievement and professional career list.

Dr. Maulani’s Dissertation

In her dissertation, Dr. Maulani developed a scout extracurricular program based on scoutpreneurship. The program will nurture junior high school students’ entrepreneurial skills through project-based learning and hands-on experiences. Her research revealed that the developed program has high validity and proven effectiveness. Expert validation results showed scores of 84 percent for content, 79 percent for language, and 76 percent from practitioners. Furthermore, t-test results indicated significant improvements in students’ entrepreneurial indicators.

The program includes market simulations, creative product production, and leadership training. This approach aligns with the Theory of Planned Behavior, which emphasizes cultivating positive attitudes toward entrepreneurship. Her research also reinforces the value of collaborative activities in education.

The Implications of The Research

The implications of her research are broad for educators and policymakers. The program can be an innovative model for developing extracurricular activities focused on 21st-century character and competencies. Integrating project-based learning and scout activities provides students with contextual learning experiences.

“We hope this research contributes to the Theory of Planned Behavior by focusing on fostering positive attitudes toward entrepreneurship. The research also has implications for education management, especially in extracurricular program development,” said Dr. Maulani Mega Hapsari.

Insights from Prof. Abdul Mu’ti

The external examiner, Prof. Abdul Mu’ti, shared his perspective during the session. He emphasized the importance of instilling independence in students through scoutpreneurship. He noted that independence is a key trait of entrepreneurship and should be deeply embedded in related educational activities. Moreover, he highlighted that such independence has long been a core value in scouting activities.

“What must be stressed in scoutpreneurship is building independence. In my view, entrepreneurial values reflect egalitarianism. One of the key traits of entrepreneurs is independence, which should be embedded in scout activities,” explained Prof. Abdul Mu’ti.

Congratulatory Remarks from Prof. Hartono

Meanwhile, the Rector of UNS, Prof. Hartono, congratulated Dr. Maulani’s achievement. He noted that her success was also a result of prayers and support from her family. He also congratulated the entire Directorate General of Early Childhood, Primary, and Secondary Education staff on the success of one of their finest members in earning a doctoral degree.

“Your contributions are greatly anticipated to strengthen the Directorate General of Early Childhood, Primary, and Secondary Education, where you have long been dedicated,” said Prof. Hartono.

Dr. Maulani is the 340th doctoral graduate of FKIP UNS and the 12th from the Doctoral Program in Economics Education. Her achievement strengthens the reputation of FKIP UNS as an institution that produces national education leaders and innovators. Looking ahead, she hopes the scoutpreneurship program can be more widely adopted, as it holds strong potential for nationwide implementation to foster entrepreneurial generations starting at the school level.

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Promoting Mental Health Awareness Through Student Empowerment

The event began with a report presented by the Head of Student Counseling Services Section, Sadar Sutopo, S.T. The Vice-Rector for Student Affairs and Alumni, Prof. Ir. Doddy Ariawan, S.T., M.T., Ph.D., officially opened the event.

In his opening remarks, Prof. Doddy emphasized the urgent need to address mental health challenges in higher education. He pointed out that today’s students often face academic pressures and social stress. These challenges can impact their psychological well-being.

“Mental health is a strategic issue that requires serious attention. Through the formation of Mental Health Agents, we aim to build a more caring, responsive, and humane campus ecosystem,” Prof. Doddy said.

Furthermore, he appreciated the strong collaboration between UNS, student organizations (Ormawa), the Student Executive Board (BEM), and PIK R Cakra. This collaboration shows that building a mentally healthy campus is a shared responsibility.

Training to Build Supportive Campus Networks

The program continued with two presentation sessions. In the first session, psychologist Afia Fitriani, S.Psi., M.Psi., introduced key mental health issues that commonly affect university students. The second session, led by Berliana Widi Scarvanovi, S.Psi., M.Psi., Psychologist, who heads the Subdirectorate of Student Counseling Services at UNS, highlighted the university’s available counseling resources.

Notably, student representatives from various faculties at UNS attended the event. These participants will serve as Mental Health Agents. They will gain knowledge, practical skills, and support to foster a supportive campus environment.This mental health initiative also aligns with the third Sustainable Development Goal (SDG): Good Health and Well-being. As a result, UNS continues to pave the way for inclusive mental health awareness and care in higher education. Humas UNS

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FKIP UNS leaders visited the Ministry of Social Affairs office in Salemba, Jakarta, on Monday (28/4/2025). They discussed the collaboration during a meeting with the Vice Minister of Social Affairs, Agus Jabo Priyono. FKIP UNS Dean Dr. Imam Sujadi, M.Si., led the delegation. Vice Dean for Student Affairs and Alumni Prof. Slamet Subiyantoro, M.Si., also joined the meeting. Secretary General of IKA UNS Drs. Ir. Eko Nugroho BP, M.M., participated in the discussion. Deputy Chairman of IKA UNS Drs. Bambang Dwi Wahyudi accompanied the delegation as well.

Government and University Join Forces for ‘Sekolah Rakyat’

During the meeting, Vice Minister Agus Jabo emphasized the importance of partnerships between government agencies and universities. These collaborations aim to build people’s capacity, especially through the Sekolah Rakyat (People’s School) program. This movement expands access to education and skills development for underprivileged and vulnerable communities.

“Universities like UNS, especially FKIP, have significant potential to drive community empowerment through science-based approaches,” Agus Jabo stated, as quoted by kemensos.go.id. He added that higher education institutions should go beyond producing graduates—they must also act as agents of social transformation.

“We encourage students, lecturers, and alumni of UNS, especially from FKIP, to contribute to village development. They can also support community empowerment and help grow the local economy. Education must create a real impact,” he emphasized.

FKIP UNS Readies Strategic Support and Thematic Community Outreach

In response, FKIP UNS Dean Dr. Imam Sujadi expressed strong support for the Sekolah Rakyat initiative. He described it as an innovative approach to education rooted in social realities.

Dr. Imam explained that the meeting with the Vice Minister marked the beginning of FKIP’s long-term commitment. FKIP UNS will raise awareness about the importance of education and integrate Sekolah Rakyat into thematic community service programs (KKN). The faculty will also prepare socially aware teachers.

“We remain committed to this program. We will use KKN as a platform for outreach. We will also involve graduates of the Teacher Professional Education (PPG) program who are ready to work in real-world conditions,” he explained.

Additionally, FKIP UNS will form a dedicated team to assess its potential contributions. This team will design strategic and mutually beneficial implementation steps.
“We aim to educate the public and engage students in community outreach. We also prepare teachers who respond to social issues, including poverty,” Dr. Imam added.

FKIP UNS welcomes the Presidential directive to mobilize the nation’s full potential. With a spirit of collaboration and cooperation, the faculty stands ready to lead educational efforts that empower Indonesian society.

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The warm and welcoming atmosphere brought together the Rector and Vice Rectors of UNS, as well as the FKIP Deans and Vice Deans. It also included the Chair and Secretary of the FKIP Academic Senate, lecturers, education staff, and student representatives.

Speeches and Reflections Highlight FKIP’s Vision

The event opened with welcoming remarks from hosts Dewi Kartikasari, S.Pd., and Tirza Marshanda Hartono. The participants sang the national anthem Indonesia Raya and the UNS Hymn. A student representative then recited verses from the Qur’an.

The Dean of FKIP, Dr. Imam Sujadi, M.Si., delivered the opening speech. The Rector of UNS, Prof. Dr. Hartono, dr., M.Si., followed with his remarks.

In his speech, Dr. Imam Sujadi highlighted the significance of togetherness during the Eid al-Fitr season.

“Through this Halalbihalal moment, let us forgive one another. Let us also strengthen our shared commitment to building a more progressive and integrity-driven FKIP. The togetherness we experience today is our strength in facing future challenges,” he stated.

Echoing this message, Prof. Hartono expressed his appreciation for FKIP’s consistent efforts in promoting academic unity.

“FKIP has always exemplified an academic culture that values togetherness. May everyone continue to nurture this spirit of camaraderie beyond the event through cooperation and tangible contributions to UNS,” he added.

To enrich the occasion, Dr. Kadarusman, S.Ag., M.Ag., delivered a spiritual reflection (tausiah) and led a prayer. He carried the theme “Weaving Bonds of Brotherhood, Building an Integrity-Driven and Sustainable FKIP.”

Recognizing Contributions and Welcoming New Faces

Dr. Yuyun Estriyanto, S.T., M.T., Vice Dean for Non-Academic Affairs, led the introduction of 44 new lecturers and eight newly appointed education staff. The program highlighted their roles as part of FKIP’s growing academic community.

The committee presented certificates of recognition to seven FKIP lecturers who recently earned their doctoral degrees. They also honored 16 faculty and staff members who had officially retired.

Prof. Drs. Gunarhadi, M.A., Ph.D., spoke on behalf of the retirees and delivered a heartfelt message. His words touched the audience and reflected years of dedication.

The event concluded with a handshake session and a communal lunch, symbolizing shared aspirations and unity. The FKIP community hopes this meaningful gathering will further enhance internal collaboration. They also aim to advance with integrity and sustainability.

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The inauguration ceremony featured an opening session, the singing of the Indonesian national anthem Indonesia Raya, and the UNS March. Dr. Rian Rokhmad Hidayat, S.Pd., M.Pd., Head of the FKIP Counseling Unit, emphasized the unit’s commitment to prioritizing student well-being.

“With this unit, FKIP demonstrates its dedication to supporting students’ mental health. We encourage students to use this service. This way, they don’t feel alone while navigating academic and campus life challenges,” Dr. Rian stated during the launch event on Friday (7/3/2025) at FKIP UNS Building F.

Expert-Driven Counseling Services

Vice Dean for Student Affairs and Alumni, Prof. Slamet Subiantoro, M.Si., emphasized the importance of involving experts from various fields. Their contributions help strengthen the unit’s services.

“Professionals in psychology, guidance and counseling (BK), and special education (PLB) support the FKIP Counseling Unit. Referrals are available for students requiring further assistance based on their needs and consent. Counselors may refer them to clinical psychologists, psychiatrists, spiritual advisors, or cultural mentors. With this expert support, FKIP aims to enhance its student services,” Prof. Slamet explained.

Dean of FKIP, Dr. Imam Sujadi, M.Si., also underscored the unit’s crucial role in fostering a supportive academic environment.

“This unit plays an essential role in student well-being. We must ensure its optimal use for the benefit of all,” Dr. Imam said.

Comprehensive Support for Student Well-being

After the speeches, a presentation outlined the available counseling services and procedures. UNS Vice Rector for Student Affairs and Alumni, Prof. Dody Ariawan, S.T., M.T., Ph.D., led the official inauguration. The event also included remarks from University Counseling Unit representatives, study program heads, and student representatives. The ceremony ended with a prayer and closing session.

The launch of the FKIP Counseling Unit aims to enhance student support in addressing academic and personal challenges. Additionally, this initiative aligns with the Sustainable Development Goals (SDGs). It specifically supports SDG 3: Good Health and Well-being and SDG 4: Quality Education. The unit contributes to improved educational outcomes by offering professional counseling services. It ensures students receive the emotional and psychological support needed for academic success. With this initiative, FKIP UNS reaffirms its commitment to fostering a healthier academic environment. By prioritizing student well-being, the faculty ensures students can achieve their best potential academically and personally. The Counseling Unit is not just a facility, it is a long-term investment in student success. It reinforces FKIP UNS’s dedication to holistic education.

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Prof. Slamet is the 92nd professor at FKIP and the 357th at UNS. In his inaugural speech, he introduced the topic “Pragmatics as a New Approach in Analyzing Fine Arts.” He highlighted that linguistic studies often emphasize discourse analysis, making them feel somewhat limited. A pragmatic approach, however, extends the analysis to non-verbal aspects of language, going beyond mere discourse.

Pragmatics in Fine Arts

During his speech, Prof. Slamet pointed out that many linguists still focus on language errors and sentence structures. He noted that they primarily analyze language from a structural perspective. However, he emphasized that language evolves dynamically within society. Pragmatics, as a linguistic study, examines how speakers use language in everyday life, beyond its grammatical structures.

“In this speech, I will discuss three key points. They are pragmatic in analyzing caricature artworks, ornamental wood carvings, and traditional batik art. When analyzing fine arts, we must consider the ‘pragmatic phenomenon,’ which includes inference, reference, presupposition, implicature, and pragmatic force. Additionally, we must always relate these elements to context. Pragmatics relies on context and emphasizes ‘speaker meaning.’ Researchers can analyze fine arts based on their creation context, implicature, and pragmatic force,” Prof. Slamet explained.

Researchers can apply pragmatics to various disciplines, including fine arts, to uncover codes, symbols, and philosophies within artistic works. Prof. Slamet stated that his research consistently employs a pragmatic approach. He uses this approach to analyze fine arts, such as caricatures, ornamental wood carvings, batik art, and paintings. As a linguistic study, pragmatics explores the relationship between language and its context.

Examples of Pragmatics in Fine Arts

One example of pragmatics in fine arts is caricature. “Caricatures serve as both entertainment and criticism. For instance, the caricature Send Me Back to My Mother or My Grandfather conveys satire that emotionally moves readers. It also delivers criticism, particularly during the New Order era,” he elaborated.

Another example is the wood carving motif of monkeys and birds. “The implicature of this motif symbolizes virtue and greed. Its pragmatic force influences people to adopt the bird’s philosophy rather than the greedy behavior of the monkey,” Prof. Slamet explained.

In traditional batik art, classic batik designs carry deep meanings within their motifs. “By analyzing these patterns, we can examine their context, references, implicatures, and pragmatic force,” he added.

The Broader Impact of Pragmatics

In conclusion, Prof. Slamet emphasized that pragmatics applies to various disciplines, including law, economics, and fine arts. “In ornamental wood carvings, pragmatics helps society appreciate the embedded meanings. In traditional batik art, it enables the interpretation of the meanings behind legendary patterns,” he concluded.

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This workshop gathered the FKIP Curriculum Team and Heads of Study Programs from 48 departments. These included 25 undergraduate programs, 18 master’s programs, and 5 doctoral programs. Representatives from the study program curriculum teams also attended the event.

Strengthening Collaboration for an Effective OBE-Based Curriculum

The event was officially opened by Dr. Imam Sujadi, M.Si., Dean of FKIP UNS. In his opening remarks, he emphasized the workshop’s role as a platform for discussion and knowledge exchange.

“I hope this event serves as an opportunity for productive discussions. The insights and evaluations shared by our expert speaker will help refine the implementation of the OBE-based curriculum. This will ensure its effectiveness in academic settings,” Dr. Imam stated.

Expert Insights on Curriculum Development

The keynote speaker, Dr. Ir. Syamsul Arifin, M.T., is a renowned expert in higher education curriculum design. He delivered an in-depth presentation on evaluating and implementing OBE-based curricula. He also provided constructive assessments of the curriculum drafts developed by each study program, offering valuable recommendations for further improvement.

This initiative is a crucial step in aligning FKIP UNS curricula with global educational trends. It ensures that graduates meet the required competencies for both the workforce and industry demands.

Commitment to Quality Education and Sustainable Development

By enhancing curriculum planning and execution, FKIP UNS strengthens its commitment to Sustainable Development Goal (SDG) number four. It is promoting quality education through structured academic strategies. Additionally, this effort also supports SDG 17, which focuses on fostering partnerships to achieve educational excellence.

Through this workshop, FKIP UNS aims to ensure that academic programs remain relevant and competitive. The involvement of experts in curriculum development enhances academic governance. It also contributes to producing graduates who are well-equipped for the global workforce. By continuously refining the OBE-based curriculum, FKIP UNS reinforces its role as a leader in higher education excellence.

This workshop underscores UNS’s dedication to continuous improvement in education, paving the way for a dynamic and competency-based learning environment.

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A New Era for Geography Education

Prof. Sugiyanto also leads the Procurement of Goods and Services Unit. He has become the 33rd professor at FKIP and the 334th at UNS. In his inaugural speech, he introduced a new approach to geography education. It was titled “Transformation of Geography Learning Approaches: From Geo-Literacy to Geo-Capabilities.” This approach represents a shift from traditional Geo-Literacy. Geo-Literacy focuses on understanding maps and geographic connections. The new approach is a more comprehensive method: Geo-Capabilities.

The Need for Transformation in Geography Learning

According to Prof. Sugiyanto, the shift from Geo-Literacy to Geo-Capabilities is crucial in today’s globalized world. This shift is especially important in the context of the Industrial Revolution 4.0 and Society 5.0. “This transformation is essential to develop 21st-century skills and integrate geospatial learning,” he emphasized. Geo-Capabilities, unlike Geo-Literacy, offer a holistic approach to solving global challenges. They empower students to think critically, analyze data, and apply their knowledge to solve complex, real-world problems.

Aligning Education with Technological and Social Advancements

Prof. Sugiyanto stressed the importance of aligning geography education with technological progress, social dynamics, and global needs. This paradigm shift aims to make geography education more practical, relevant, and impactful, helping students become responsible global citizens. The new approach supports skill development, applied learning, and an integrated, multidisciplinary approach to geography.

Strategic Objectives of Geo-Capabilities in Geography Education

Prof. Sugiyanto outlined several strategic objectives of the Geo-Capabilities approach. First is enhancing students’ skills and competencies. Then, it is improving technological proficiency. Lastly, there is promoting action-based, multidisciplinary learning.

These objectives will help students gain the necessary skills to interpret real-world phenomena. They will prepare students for the challenges of the 21st century.

Challenges in Implementing Geo-Capabilities

While Geo-Capabilities provide numerous benefits, the main challenge lies in the readiness of teachers to adopt this new approach. Teachers play a vital role in developing students’ Geo-Capabilities. To ensure the success of this transformation, adequate support and resources for educators are essential.

Prof. Sugiyanto’s vision for transforming geography learning from Geo-Literacy to Geo-Capabilities is a vital step in modernizing education. This shift will empower students with the skills they need to navigate the complexities of the modern world. It will ensure that geography education remains relevant and impactful.

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Reporter: Dikky Yudi Pradana
Editor: Dwi Hastuti

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The ceremony was attended by several distinguished guests, including the Director General of Teachers, Education Personnel, and Teacher Education at the Ministry of Primary and Secondary Education, Prof. Dr. Nunuk Suryani, M.Pd.; UNS Vice-Rector for Academic and Research Affairs, Prof. Fitria Rahmawati, S.Si., M.Si.; Chair of the FKIP UNS Academic Senate, Prof. Munawir Yusuf, M.Psi.; and the Dean of FKIP UNS, Dr. Imam Sujadi, M.Si.

According to Dr. Imam Sujadi, M.Si., a total of 968 students graduated from the two batches. Batch 2 of 2023 comprised 459 graduates across 10 study programs, achieving a 100% pass rate. Meanwhile, Batch 1 of 2024 had 458 graduates from 12 study programs, with a graduation rate of 96,22%. Additionally, 51 graduates were retakers from Batch 1 of 2023.

Message for PPG Graduates

During the event, Prof. Fitria expressed her pride and joy in the graduates’ accomplishments.

“This is a remarkable and encouraging number of graduates for all of us. We are proud and hopeful for these graduates who have completed all PPG program requirements over two semesters (one year) at FKIP UNS within the designated timeframe,” Prof. Fitria said.

She urged graduates to take on their new roles as educators with competence and dedication.

“This graduation marks not the end but the beginning of your journey as professional educators. The certificate you receive today signifies your readiness to contribute to society and navigate the rapid advancements in educational technology. As future teachers, you must become agents of change, demonstrating both competence and dedication in fulfilling your responsibilities,” Prof. Fitria added.

Furthermore, Prof. Nunuk encouraged graduates to actively contribute to Indonesia’s development through education.

“I urge PPG UNS graduates to become professional teachers with mastery of key competencies, including professional, pedagogical, personal, and social skills, along with digital literacy. While waiting for job placement, use this time to further develop your abilities. We hope PPG graduates will be willing to serve in regions that need educators the most, especially in the 3T areas (underdeveloped, frontier, and outermost regions), to help advance Indonesia’s education system from anywhere,” Prof. Nunuk stated.

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Prof. Hery emphasized that vocational education in Indonesia plays a strategic role in preparing a competent and adaptive workforce capable of addressing technological advancements and dynamic global demands. Beyond equipping graduates with technical skills, vocational education must foster critical thinking, innovation, and the ability to navigate the complexities of the modern workforce. Effective management of vocational education is the key to meeting these challenges, ensuring optimal resource utilization, and aligning curricula with industry needs. Well-managed vocational education can produce competitive graduates in the global job market.

In the era of Industry 4.0, vocational education management must be responsive to technological changes. UNESCO (2019) highlights the importance of non-technical skills such as critical thinking and collaboration in modern workplaces. Similarly, the Organisation for Economic Co-operation and Development (OECD) (2021) underscores that adapting to global trends, including green technology, can enhance national workforce competitiveness while supporting sustainable development.

One of the significant challenges in vocational education is ensuring that technology is adopted and optimally utilized. “Our research, involving 220 teachers from five provinces in Java, revealed that three main factors, those are motivation, confidence in using technology (Internet self-efficacy), and anxiety about technology, affect teachers’ intentions to use e-learning platforms,” Prof. Hery explained.

The findings led to several recommendations to support digital transformation in vocational high schools (SMKs). First, enhancing teacher motivation through incentives and recognition. Second, boosting teacher confidence with continuous training programs. Third, creating an environment that encourages technological exploration without fear of failure. This approach improves teachers’ technical competencies and strengthens the relevance of vocational education to modern industry demands.

Technological transformation in vocational education cannot be effective without the support of an adaptive and innovative school culture. Research involving 170 teachers in the Surakarta residency identified six dimensions of school culture – goal orientation, leadership, participatory decision-making, innovation orientation, formal relationships, and shared vision – as key factors influencing teachers’ perceptions of technology’s ease of use and benefits.

Transformational leadership by school principals has proven effective in fostering an innovative environment that encourages teachers to adopt technology. Additionally, a collectively built shared vision strengthens commitment to integrating technology into learning. This approach enables vocational institutions to produce graduates who are competent and aligned with global market needs.

The success of vocational education requires synergy among school management, teachers, students, industry, and the government. Effective management must create a work climate that supports innovation and collaboration, ensure curriculum relevance to industry needs, and build strategic partnerships to prepare students for the demands of the digital era.

Through adaptive, flexible, and responsive management approaches, vocational education in Indonesia can become a driving force for the nation’s competitiveness. “A shared commitment to fostering an innovative and collaborative school culture will ensure that vocational education remains relevant to contemporary needs and produces a generation of youth who are competent, adaptive, and ready to face global challenges,” he concluded.

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