Journal Transnational Universal Studies

The Potentials and Challenges of Gastronomy Tourism in Kampung Portugis Tugu (Jakarta Portuguese Village)

Ira Yuniarty Khairiyah — 2026-05-13

This study explores the potentials and challenges of gastronomy tourism in Kampung Portugis Tugu, a historic Portuguese-descended community in North Jakarta. Using a qualitative approach based on in-depth interviews, field observations, and Focus Group Discussions (FGD), the research identifies key dimensions shaping the area's gastronomic tourism potential. Kampung Tugu is home to distinctive heritage culinary products that have existed for centuries, such as Gado-Gado Tugu, Pindang Serani, and traditional cakes including Pisang Udang, Ketan Unti, and Apem Kinca. These culinary traditions are not only daily food practices but are deeply embedded in ritual events such as Rabo-Rabo and Mandi-Mandi, which are recognized as Intangible Cultural Heritage. The findings reveal that Kampung Tugu possesses strong historical authenticity, diasporic culinary identity, and unique cultural acculturation reflected in its gastronomy. However, significant challenges remain, including weak knowledge transfer, limited institutional capacity, lack of structured tourism products, and fragmented stakeholder collaboration. The study highlights a paradox between high cultural potential and low tourism readiness. This research contributes to gastronomy tourism literature by emphasizing the importance of cultural-based analysis through field observation, interviews, and FGD in understanding gastronomy tourism potentials and challenges.

Developing Students' Critical Thinking Skills Through Problem-Based Learning in Islamic Education Based on the Facione Framework

Bima Purwidya Haqjaya — 2026-05-16

This study aims to analyze the construction of students' critical thinking skills through the application of Problem-Based Learning (PBL) in Islamic Religious Education (PAI) learning by referring to Peter A. Facione's critical thinking framework. The study used a qualitative approach with a case study design at SMK Muhammadiyah 1 Kepanjen involving one PAI teacher and 22 students. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model. The results showed that each stage of PBL contributed to the development of critical thinking dimensions, including interpretation, analysis, evaluation, inference, explanation, and self-regulation. Students were not only able to understand and analyze contextual problems, but also to construct arguments, draw conclusions, and reflect on values in decision-making. PBL also encouraged active involvement through collaborative discussions, although there were still obstacles such as time constraints and variations in student readiness. These findings confirm that critical thinking is constructed gradually through structured learning experiences. This study contributes by positioning PBL as a pedagogical framework that facilitates the construction of critical thinking through the integration of cognitive processes and social interactions in PAI learning.