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INDONESIA
Lentera: Jurnal Ilmiah Kependidikan
Published by STKIP PGRI Bandar Lampung
ISSN : 19795823     EISSN : -     DOI : -
Core Subject : Education,
Education
Lentera: Jurnal Ilmiah Kependidikan merupakan jurnal ilmiah pada bidang pendidikan dan pembelajaran yang terbit sejak tahun 2008 dengan Nomor p-ISSN: 1979-5823 (media cetak) berdasarkan SK No. 0005.49/Jl.3.02/SK.ISSN/2008.06, tertanggal 19 Juni 2008; e-ISSN: 2620-7672 (media online) berdasarkan SK No. 0005.26207672/JI.3.1/SK.ISSN/2018.05, tertanggal 9 Mei 2018. Jurnal Lentera dikelola dan diterbitkan oleh Lembaga Penelitian STKIP PGRI Bandar Lampung. Terbit setiap semester atau dua kali dalam setahun, yaitu pada bulan April dan Oktober.
Arjuna Subject : -
Articles 815 Documents
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Implementasi Pendidikan Anti Korupsi dalam Menjaga Keamanan Data Kependudukan Adawiyah, Ariska; Kholifah, Siti; Musyarofah, Ulfa
Lentera: Jurnal Ilmiah Kependidikan Vol. 18 No. 2 (2025): Lentera
Publisher : STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/gbzjgh77

Abstract

Penelitian ini bertujuan menggambarkan penerapan pendidikan anti-korupsi sebagai upaya menjaga keamanan data kependudukan pada instansi pelayanan publik. Fenomena kebocoran data dan manipulasi akses sistem menjadi salah satu indikator lemahnya integritas pada pengelolaan informasi. Pendidikan anti-korupsi dinilai mampu menjadi pondasi perilaku pegawai agar mengedepankan transparansi, tanggung jawab, dan kepatuhan terhadap etika kerja. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi pustaka terhadap berbagai jurnal, regulasi, dan dokumen yang membahas keamanan data serta anti-korupsi. Hasil penelitian menunjukkan bahwa pendidikan anti-korupsi dapat meningkatkan kesadaran pegawai terhadap bahaya penyalahgunaan kewenangan serta pentingnya perlindungan data pribadi. Upaya ini Hidayat, R. (2020). Etika birokrasi dan integritas aparatur publik. Jakarta: RajaGrafindo Persada.
The Role of the PARS Strategy in Enhancing Students’ Reading Comprehension Irpira, Irpira; Zulianti, Hajjah; Febriyanti, Febriyanti
Lentera: Jurnal Ilmiah Kependidikan Vol. 18 No. 2 (2025): Lentera
Publisher : STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ds6rjf15

Abstract

This research aimed to improve the reading ability of eleventh-grade students at SMA Negeri 16 Bandar Lampung in the academic year 2024/2025 through the implementation of the PARS (Preview, Ask, Read, Summarize) strategy. The study was conducted using Classroom Action Research (CAR) consisting of two cycles, each comprising planning, acting, observing, and reflecting stages. The research subjects were 34 students from class XI. Data were collected through reading comprehension tests, observation sheets, and field notes. The results show a steady improvement in students’ reading ability and classroom engagement. In cycle I, the average learning activity score is 33.05 and the mean test score is 58.52. In cycle II, the learning activity score increases to 37.52, the mean test score rises to 70.45 meeting the MCC. Therefore, these findings demonstrate that the PARS strategy effectively improves students’ active participation and reading comprehension, and considered an effective instructional strategy.
Efektivitas Gamification Aplikasi Duolingo dalam Meningkatkan Penguasaan Simple Past dan Past Perfect Tense (Studi Komparatif) Muharromah, I Aeni
Lentera: Jurnal Ilmiah Kependidikan Vol. 18 No. 2 (2025): Lentera
Publisher : STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/2pmbw883

Abstract

Mastering English grammar, specifically the distinction between Simple Past and Past Perfect Tense, often poses a significant challenge for Indonesian students due to linguistic interference from their native language, which lacks a tense system. This study aims to examine the effectiveness of using the gamified application Duolingo compared to conventional learning methods in enhancing students' ability to discriminate between these two tenses. Employing a quasi-experimental design (Nonequivalent Control Group Design), the study involved 46 first-semester English Literature students divided into a control group (n=24) and an experimental group (n=22). Data were collected through pre-test and post-test instruments and analyzed using Normalized Gain (N-Gain) scores and independent sample t-tests. The results indicated that the experimental group using Duolingo achieved a higher mean post-test score (89.09) than the control group (80.42). N-Gain analysis revealed that Duolingo's effectiveness fell into the "High" category (0.84), outperforming the conventional method (0.73). Hypothesis testing confirmed a statistically significant difference (p < 0.05), demonstrating that the integration of gamification through Duolingo has a greater positive impact on the automatization of grammatical rules. The study concludes that the immediate feedback and game mechanics within Duolingo are effective in helping students understand temporal sequencing in past narratives more interactively.
Critical Thinking in an EFL Research Writing Subject: An Analysis of Students’ Experience Rahayu, Dwi
Lentera: Jurnal Ilmiah Kependidikan Vol. 18 No. 2 (2025): Lentera
Publisher : STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/c6t1qk09

Abstract

This research aims to find out EFL research writing students’ perception and challenges in implementing critical thinking activities. The subject English for Research Writing (ERW) in an an Foreign Language (EFL) subject aims to train students to conduct a small research and write the research report based on the United Nations’ Sustainable Development Goals (SDGs). This qualitative research underlies the concept based on the model of critical thinking from Bloom’s taxonomy and Paul and Elder Wheels of Reasons. Surveys to 97 respondents from three classes were conducted to collect the data. The results found that 79.4% respondents help them specify problems and solutions and 70% thought they could practice how to think critically. The challenges they faced (53%) was on the lack of English vocabulary, 38% found it hard to get ideas and 57% respondents found it hard to explain their opinion. The findings contribute to a clearer understanding on what aspects need to prepare and reflect on.
Pemanfaatan Artificial Intelligence (AI) sebagai Asisten Literasi Akademik dalam Pembelajaran Bahasa Indonesia di Perguruan Tinggi Abdulloh, Abdulloh; Sudarmaji, Sudarmaji; Salamah, Salamah
Lentera: Jurnal Ilmiah Kependidikan Vol. 18 No. 2 (2025): Lentera
Publisher : STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/1d12gd62

Abstract

The development of digital technology has influenced learning practices in higher education, including Indonesian language instruction. One emerging innovation is the use of Artificial Intelligence (AI) as an academic literacy assistant. This study aims to describe the use of AI in Indonesian language learning at the university level and examine its role in supporting students’ academic literacy. This research uses a descriptive qualitative approach involving students and Indonesian language lecturers. Data were collected through interviews, questionnaires, classroom observations, and analysis of students’ academic writing. The results show that AI helps students organize writing structures, improve linguistic accuracy, and increase confidence and learning autonomy. The integration of AI also enhances students’ interest and engagement in academic literacy activities. However, lecturer guidance and reinforcement of academic ethics are essential to prevent overreliance on AI. These findings indicate that AI can function effectively as an academic literacy assistant when integrated pedagogically and responsibly in higher education.

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