Lentera Negeri
Lentera Negeri welcomes submissions across a comprehensive range of academic disciplines, spanning the social sciences, humanities, natural sciences, applied sciences, and technology. Within the social sciences, the journal considers research in sociology, psychology and mental health, counseling studies, education and educational innovation, curriculum and assessment, communication studies, political science, public administration, economics, development studies, law and governance, social policy, and community development. Studies addressing social behavior, institutional dynamics, policy implementation, and community transformation are particularly relevant. In the humanities, the journal embraces scholarly works in philosophy, ethics, cultural studies, history, language and literature, religious studies, and arts and creative inquiry. Contributions that explore intellectual traditions, cultural identities, normative frameworks, and interpretative analyses of social phenomena are welcomed as part of the journal’s commitment to advancing critical and reflective scholarship. The journal also accommodates research in the natural sciences, including environmental sciences, biological sciences, physical sciences, and earth and climate studies, especially when these fields intersect with sustainability, ecological resilience, public welfare, and global environmental challenges. Empirical and experimental studies that contribute to scientific understanding with societal implications are within the journal’s purview. In the domain of applied sciences and technology, Lentera Negeri welcomes research in engineering, applied technology, digital innovation, information systems, health sciences, public health, entrepreneurship, innovation management, sustainable technology, and green development. Studies addressing technological advancement, digital transformation, health systems, and innovation-driven solutions for societal needs are considered integral to the journal’s multidisciplinary orientation. Furthermore, the journal actively encourages cross-disciplinary and thematic research that integrates multiple fields of inquiry to address sustainable development, human well-being, environmental resilience, governance and public policy, digital transformation, coaching and mentoring practices, volunteerism, philanthropy, and community empowerment. Submissions from any academic field are considered, provided they clearly demonstrate scholarly relevance and articulate meaningful implications for society, policy, professional practice, or interdisciplinary advancement.
Articles
176 Documents
<![CDATA[Domain-specific physical literacy profiles of elementary physical education teachers in rhythmic activity instruction ]]>
<![CDATA[Ranintya Meikahani]]>;
<![CDATA[Aris Fajar Pambudi]]>;
<![CDATA[Soni Nopembri]]>;
<![CDATA[Hari Yuliarto]]>;
<![CDATA[Nur Sita Utami]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/992870
<![CDATA[Teachers' own physical literacy, a necessary condition for effective instruction, remains relatively unexplored, especially in the context of rhythmic activity within non-Western elementary school settings. This paper investigates the level of physical literacy of teachers involved in rhythm-based physical education activities across five domains: cognitive understanding, motor competence, balance ability, object control, and environmental participation. A cross-sectional survey was conducted involving 52 elementary PE teachers (37 males, 15 females) from Yogyakarta, Indonesia. Physical literacy was assessed using a 20-item questionnaire designed to measure all five domains, with descriptive data presented as a percentage of total attainment compared with previously determined category thresholds. Teachers were found to be most competent in object control (55%) and cognitive understanding (53%), with moderate levels in environmental participation (51%), whereas motor competence (42%) and balance ability (39%) were comparatively low, with balance the weakest of the five domains. The integrated level of physical literacy of the teachers was 49% (average category). This gap between teachers' cognitive understanding and their physical and balance skills is likely to affect learning strategies in rhythmic activities, where balance and movement coordination are central topics. These findings support physical education courses focusing on motor and balance skills, rather than relying only on general awareness and promotion of physical literacy, in the professional development context of rhythmic activity teaching.]]>
<![CDATA[Coach communication and athlete performance: toward an integrated framework of verbal, nonverbal, and relational mechanisms ]]>
<![CDATA[Irwansyah Siregar]]>;
<![CDATA[Fahmy Zidhan Kurniawan]]>;
<![CDATA[Cut Muetia Balqhis]]>;
<![CDATA[Nurrodiah Siregar]]>;
<![CDATA[Yunus Abadi]]>;
<![CDATA[Zahrian Perangin-angin]]>;
<![CDATA[Fuji Amanda]]>;
<![CDATA[Rinaldi Rinaldi]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/992900
<![CDATA[This systematic literature review critically synthesized peer-reviewed research on coach communication skills and their effects on athlete performance, motivation, and well-being. Guided by the PRISMA 2020 framework and the FICO quality-appraisal criteria (Focus, Information, Context, and Outcome), the review examined how verbal, nonverbal, and relational communication behaviors of coaches influence athlete outcomes across different cultural and contextual settings. Literature was retrieved from the Scopus database, yielding 108 records. After screening and applying inclusion and exclusion criteria, 50 articles were selected for qualitative analysis. The thematic synthesis identified four major findings. First, verbal guidance and encouragement were positively associated with athletes’ self-efficacy, motivation, and immediate performance, with the effects varying according to feedback timing, feedback type, and gender. Second, nonverbal communication, including gestures, facial expressions, and coaches’ psychological disposition, contributed significantly to athletes’ psychological safety and emotional regulation. Third, the quality of coach-athlete communication mediated the relationship between transformational leadership and team cohesion, thereby influencing organizational and team performance. Fourth, cultural, generational, and technological contexts, such as parental involvement, religious practices, gender norms, and AI-mediated coaching tools, shaped how communication was delivered and interpreted. This review contributes theoretically by distinguishing nonverbal communication as a distinct dimension within coach-athlete relationship dynamics rather than merely a component of general relational communication. Practically, the findings support the development of evidence-based coach education programs that emphasize effective feedback delivery, nonverbal communication awareness, and culturally responsive communication protocols. Future research is recommended to employ longitudinal and experimental designs, standardized communication measurement instruments, and more inclusive samples involving youth athletes, athletes with disabilities, and e-sports participants.]]>
<![CDATA[Evidence on ecological dynamics and constraints-led coaching in tennis: a systematic review of skill acquisition, performance, and technology integration ]]>
<![CDATA[Andre Igoresky]]>;
<![CDATA[Mario Febrian]]>;
<![CDATA[Ifdil Ifdil]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/992920
<![CDATA[The study reviewed a body of research on the effects of Ecological Dynamics and the Constraints-Led Approach (CLA) in tennis coaching, looking for a pattern of evidence. Using Scopus and following PRISMA 2020, the systematic review identified peer-reviewed English-language articles published in the period of 2018-2026 that focused on ecological theories, constraints-led approach to physical education and coach development through representative learning, or technologies for tennis practice. From the 238 records we screened, we found 10 articles that fit the inclusion criteria to be the focus of this work and we used thematic analysis method for summarizing their findings. The quality of the methods used in the included studies was assessed using the FICO framework, which helped us identify a variety of strengths and weaknesses that characterized this research area. Overall, the results show that representative learning design together with manipulation of various constraints (task or environmental) brought consistent improvement in skill execution, perception-action attunement, decision-making and match performance. Besides that, technologies such as wearable devices, virtual reality and machine learning have proven to be valuable tools in terms of measuring performance objectively and delivering representative feedback. Still, there are some limitations on the existing literature that may affect the credibility of the reported findings including low number of participants, predominantly adolescents as experimental subjects of the research, and using only one electronic database to retrieve the records.]]>
<![CDATA[Performance assessment using wearable sensors in tennis: a systematic literature review ]]>
<![CDATA[Andre Igoresky]]>;
<![CDATA[Mario Febrian]]>;
<![CDATA[Ifdil Ifdil]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/992930
<![CDATA[Tennis is a high-intensity intermittent sport requiring accurate workload monitoring to optimize performance and reduce injury risk. However, evidence regarding wearable-sensor applications remains fragmented across sport science, biomechanics, and engineering disciplines. This systematic literature review synthesizes current evidence on wearable-sensor technologies, validation, analytical methods, and practical applications for real-time monitoring in tennis. The review followed the PRISMA 2020 guidelines. A structured Boolean search of the Scopus database identified 130 records published between 2016 and 2026. After screening by two independent reviewers (Cohen's κ = 0.87), 15 studies met the predefined eligibility criteria and were included in the qualitative synthesis. Methodological quality was evaluated using the FICO framework to ensure structured assessment of study focus, reporting quality, contextual relevance, and outcomes. Thematic synthesis revealed four principal findings: (1) inertial measurement units demonstrated the strongest validity for stroke detection compared with video reference standards; (2) machine-learning algorithms achieved stroke-classification accuracies ranging from 93% to 98%; (3) wearable sensors effectively differentiated stroke and locomotor workloads across playing conditions; and (4) physiological and positioning technologies showed greater measurement error than inertial systems. Overall, wearable sensors demonstrate substantial potential for performance monitoring, although further longitudinal validation, multisensor integration, and broader athlete representation are required before widespread implementation in coaching and injury-prevention practice.]]>
<![CDATA[Virtual and augmented reality applications in sport and physical education learning: systematic literature review (2021–2026) ]]>
<![CDATA[Kristian Burhan]]>;
<![CDATA[Ifdil Ifdil]]>;
<![CDATA[Rudyanto Rudyanto]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/992970
<![CDATA[Immersive technologies are becoming popular tools in sport and physical education. But the evidence for their teaching effectiveness is scattered across many fields. This systematic review looked at the design, implementation, effectiveness, and moderating factors of VR, AR, MR, and XR interventions in this area. The review followed PRISMA 2020 guidelines with a predefined protocol. We searched only Scopus because of its wide coverage and standardized metadata. That helped make the search transparent and reproducible. The search found 403 records. After removing duplicates and screening, 18 studies met the criteria. Two reviewers independently handled selection and data extraction. Their agreement was excellent, with Cohen's κ = 0.87. Methodological quality was checked using the Mixed Methods Appraisal Tool (MMAT 2018). Both reviewers did thematic synthesis separately before reaching consensus. Four main themes came out: (1) tactical and cognitive learning, (2) motor skill acquisition through augmented feedback, (3) curricular integration of immersive technologies, and (4) communication, socialization, and inclusion. Overall, these technologies boosted learner engagement, real-time feedback, motor skills, and tactical understanding. But their effectiveness depended on learner expertise, visuospatial ability, instructional design, and teacher competence. Still, using only Scopus and excluding grey literature might have caused publication bias and limited the evidence. Future work should focus on longitudinal studies, transfer of learning to real sport performance, and strong comparative trials across different educational settings.]]>
<![CDATA[Corpus-based english for sport sciences: a systematic review of specialised vocabulary, terminology, and pedagogical applications (2015–2025) ]]>
<![CDATA[Kristian Burhan]]>;
<![CDATA[Ifdil Ifdil]]>;
<![CDATA[Rudyanto Rudyanto]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/992980
<![CDATA[English has become the dominant language of communication in sport sciences, yet many students continue to experience difficulties in acquiring specialised vocabulary, technical terminology, and discipline-specific discourse required for academic and professional contexts. Although corpus linguistics offers a robust evidence-based approach for identifying authentic language patterns, its pedagogical application in sport sciences remains fragmented. This systematic literature review synthesises empirical evidence on corpus-based English research relevant to sport sciences education. The review followed the PRISMA 2020 guidelines and searched the Scopus database because of its comprehensive coverage of peer-reviewed interdisciplinary literature in linguistics, education, and sport sciences. A structured Boolean search identified 403 records, of which 18 studies (2015–2025) met the predefined eligibility criteria after duplicate removal, title and abstract screening, and full-text assessment based on the PICOS framework. Two independent reviewers conducted the screening and data extraction process, with disagreements resolved through discussion. Methodological quality was evaluated using the FICO framework, and evidence was synthesised through the thematic synthesis approach proposed by Thomas and Harden (2008). Four overarching themes emerged: (1) specialised vocabulary development and word-list construction, (2) sport terminology and cross-linguistic variation, (3) spoken and instructional discourse in sport contexts, and (4) corpus-informed pedagogical applications. The findings indicate that technical vocabulary and multiword expressions constitute a substantial proportion of sport science discourse, while inconsistencies in terminology across languages continue to challenge instructional standardisation. Nevertheless, most existing studies remain descriptive, with relatively few evaluating instructional effectiveness or learning outcomes. This review provides a comprehensive synthesis of corpus-based evidence and highlights the need for discipline-specific teaching materials, corpus-informed curricula, and intervention studies evaluating pedagogical effectiveness. The findings offer practical guidance for English for Specific Purposes (ESP) curriculum development and establish directions for future corpus-based research in sport sciences education.]]>
<![CDATA[Transforming the empowerment of rural poor and vulnerable farmers through collaborative governance ]]>
<![CDATA[Dedy Suhendi]]>;
<![CDATA[M. Amin]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/992270
<![CDATA[This study explores the transformation of the empowerment of poor and vulnerable farmers through a collaborative governance approach in East Lombok Regency, West Nusa Tenggara. Farmer poverty in this region is driven not only by low income but also by structural constraints, including limited access to land, capital, technology, market information, weak farmer institutions, ecological pressures, and commodity price fluctuations. The study examined how collaborative governance strengthens farmers’ socio-economic resilience and identified the factors facilitating and constraining its implementation. A descriptive qualitative design using purposive sampling involved 25 informants comprising poor farmers, farmer group leaders, agricultural extension officers, village officials, and community leaders. Data were collected from February to June 2024 through interviews, participant observation, and the analysis of regional regulations, official statistics, and institutional reports. Data were analyzed using Braun and Clarke’s six-phase thematic analysis, while credibility was enhanced through source and method triangulation and member checking. The findings indicate that participants reported improved farming practices, livelihood diversification, market access, and stronger farmer organizations across rice, tobacco, horticultural, and garlic farming systems. However, persistent challenges included unequal stakeholder participation, fragmented cross-sectoral coordination, limited institutional capacity, and unequal partnership arrangements. These findings suggest that collaborative governance supports farmer empowerment, although its effectiveness depends on inclusive participation, adaptive coordination, and context-sensitive implementation rather than representing a direct causal determinant of improved welfare.]]>
<![CDATA[Reformulating the principle of legality in the 2023 criminal code: legal certainty versus living law ]]>
<![CDATA[Darwin Steven Siagian]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/992420
<![CDATA[The enactment of Law Number 1 of 2023 concerning the Criminal Code signifies a paradigm shift in the national criminal law system from a rigid model of legal certainty based on lex scripta and lex stricta toward a more flexible approach to criminal law enforcement. Nevertheless, the recognition of the “living law in society” (living law) under Article 2 of the 2023 Criminal Code gives rise to constitutional concerns regarding the consistency of the formal principle of legality. This study aims to critically examine the implications of the reformulation of the principle of legality in the 2023 Criminal Code and to analyze the potential erosion of legal certainty resulting from the ambiguity surrounding the operational parameters of living law. The research employs a normative juridical method through statutory and conceptual approaches, supported by qualitative analysis of secondary legal materials to assess the harmonization between Article 1 and Article 2 of the 2023 Criminal Code. The findings indicate that the recognition of living law generates a contradictory dualism within the principle of legality. On the one hand, it is oriented toward achieving substantive justice; on the other hand, it creates opportunities for judicial arbitrariness and disparities in the application of law across regions. This condition reflects a tendency toward the obscuration of the principle of nullum crimen sine lege praevia, which consequently creates uncertainty in determining criminal acts and potentially weakens the protection of human rights against arbitrary criminalization. Therefore, the reformulation of the principle of legality in the 2023 Criminal Code may be regarded as an insufficiently mature compromise between legal modernization and the recognition of local values, thereby risking the sacrifice of legal certainty. Accordingly, more restrictive implementing regulations are required to limit the scope of the application of living law in order to ensure its conformity with the principles of the rule of law.]]>
<![CDATA[Keberlanjutan collaborative reflection berbasis mediasi keluarga: sebuah model pendidikan karakter di lingkungan preschool daycare ]]>
<![CDATA[Lutfiah Nur Azizah]]>;
<![CDATA[Asep Kurnia Jayadinata]]>;
<![CDATA[Dhea Ardiyanti]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/992440
<![CDATA[The study aims to comprehensively analyse the role of the family environment in perpetuating the values of Collaborative Reflection as a character education strategy in daycare centers to maximize the development of children’s character. The study was conducted at Jagad Solution Daycare with 9 parents of daycare children and 3 teachers as participants. The research method use was a qualitative approach with an exploratory design. Data collection was conducted through semi structured interviews, non participant observations, documentation and a survey as supporting data. Data analysis was conducted by applying the Miles and Huberman analysis model, which includes data collection, data reduction, data presentation and drawing conclusions. The results of study indicate that the role of the family environment in maximizing the sustainability of Collaborative Reflection practices at the daycare has a positive impact on enhancing children’s character development. However, in reality, parents still face challenges in optimizing the role of the family environment in character based learning. These findings also indicate that, despite the obstacles to implementation, parents and teachers consistently strive to guide, support and foster open communication in creating a supportive family environment to strengthen children’s character.]]>
<![CDATA[Generative AI-enhanced adaptive learning for improving student learning outcomes: a systematic literature review ]]>
<![CDATA[Diah Dinaloni]]>;
<![CDATA[Onisimus Faot]]>;
<![CDATA[Ahmad Imam Muzaqi]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/992670
<![CDATA[This study systematically reviews the use of generative artificial intelligence (GenAI) in adaptive learning to support measurable student learning outcomes. The revised focus responds to methodological concerns by operationalizing the outcome variable as learning outcomes, including conceptual understanding, critical thinking, digital literacy, problem-solving, communication, and self-regulated learning. The study employed a systematic literature review supported by qualitative thematic synthesis. Searches were conducted in Scopus-indexed sources, ERIC, ScienceDirect, SpringerLink, MDPI, DOAJ, and Google Scholar using combinations of the terms “generative AI”, “ChatGPT”, “large language models”, “adaptive learning”, “personalized learning”, “student learning outcomes”, “digital literacy”, and “AI ethics”. Literature published between 2019 and 2025 was prioritized. Inclusion criteria covered peer-reviewed journal articles, systematic reviews, conference papers, and authoritative institutional reports directly related to GenAI, AI in education, adaptive or personalized learning, and student competency development. The final synthesis corpus consisted of 24 relevant sources after screening by title, abstract, full-text relevance, publication credibility, and methodological clarity. The findings show that GenAI supports adaptive learning through content personalization, immediate feedback, differentiated tasks, formative assessment support, learning reflection, and independent study assistance. However, its educational value depends on teacher supervision, clear AI-use policy, source verification, data protection, equitable access, and assessment designs that measure learning processes rather than AI-generated products. This review concludes that GenAI should be positioned as a pedagogical support system, not a replacement for teachers or students’ cognitive effort.]]>
