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
198 Documents
<![CDATA[Teacher ethics in wisdom-based educational innovation: a cross-cultural analysis ]]>
<![CDATA[Endang Wuryandini]]>;
<![CDATA[Gildan Jaya Muhammad Ramadhan]]>;
<![CDATA[Achmad Agung]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/993330
<![CDATA[This integrative review examines how teacher ethics shapes the implementation of local wisdom-based educational innovation in Indonesian education. Local wisdom-based educational innovation is operationalized as the deliberate integration of locally rooted cultural knowledge, values, languages, social practices, and ecological understandings into curriculum, pedagogy, learning media, assessment, school culture, or school-community collaboration, subject to ethical principles of justice, care, inclusiveness, and respect for human dignity. Sources were identified and bibliographically verified through ERIC, DOAJ, Crossref-linked publisher records, journal platforms, and official Indonesian policy repositories using Boolean combinations of "local wisdom," "culture-based education," "ethnoscience," "educational innovation," "teacher ethics," "character education," and "culturally responsive teaching." Journal articles published mainly in 2020-2025 were prioritized, while foundational peer-reviewed studies were retained when theoretically necessary. The final corpus comprised 27 peer-reviewed journal articles and four official policy/legal documents. Data were organized in a source-level evidence matrix and analyzed thematically using a predefined codebook and a second-pass consistency check. Five themes emerged: pedagogical integration, teacher ethical agency, character and identity formation, digital adaptation, and ecosystem challenges. The synthesis shows that local wisdom is most educationally meaningful when teachers critically select cultural values, translate them into contextual learning, ensure inclusion and justice, and connect local identity with digital innovation. Teacher ethical reflection therefore functions as a governing mechanism that determines whether local wisdom becomes transformative pedagogy or merely ceremonial cultural representation.]]>
<![CDATA[Development of applied physics instructional materials for the technology and engineering specialization ]]>
<![CDATA[Masriani Masriani]]>;
<![CDATA[Nurhasan Syah]]>;
<![CDATA[Waskito Waskito]]>;
<![CDATA[Kasman Rukun]]>;
<![CDATA[Abdul Habib Arrasyidi Desky]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/993390
<![CDATA[This study was motivated by the limited integration of Android-based mobile devices into learning activities and the low learning achievement of vocational students in Temperature and Heat and Thermodynamics. This study aimed to develop an online Physics module for the Technology and Engineering specialization and examine its validity, practicality, and effectiveness. The study employed a research and development approach using the Instructional Development Institute (IDI) model, consisting of define, develop, and evaluate stages. Product validation involved six experts, comprising three content validators and three design validators. The practicality evaluation involved four Physics teachers and 40 students, while the effectiveness test involved 80 students divided equally into an experimental group (n = 40) and a control group (n = 40). Data were collected using validation and practicality questionnaires and a learning-outcome test. The test instrument was piloted outside the research sample, yielding 27 valid items with a Cronbach’s alpha of 0.92; 20 items were selected for the final test. The results showed valid content (Aiken’s V = 0.730) and design (Aiken’s V = 0.705). The module was rated very practical by teachers (83.33%) and practical by students (68.25%). The experimental group achieved an N-Gain of 0.71 (high), compared with 0.29 (moderate) in the control group. These findings indicate that the developed Android-based online Physics module is valid, practical, and potentially effective for supporting Physics learning in vocational Technology and Engineering education.]]>
<![CDATA[Large language models for personalized feedback and communicative skills in english learning: a systematic review ]]>
<![CDATA[Kristian Burhan]]>;
<![CDATA[M. Arie Desman]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/993470
<![CDATA[Artificial intelligence is increasingly embedded in English language learning, but evidence on generative AI and large language models (LLMs) remains fragmented across skills, learner groups, and tool designs. This systematic review synthesized evidence on personalized learning, automated feedback, speaking, writing, vocabulary, assessment, English for specific purposes (ESP), and physical education. Reporting followed PRISMA 2020. Scopus, PubMed, and ScienceDirect returned 403 records; 14 duplicates were removed, 389 were screened, 54 reports were sought, 48 full texts were assessed, and 17 studies were included. The corpus spanned experimental, quasi-experimental, comparative, mixed-methods, qualitative, survey, review, and system-development designs. Where reported, participant samples included 40 undergraduates, 79 graduate students, and 327 primary pupils, while several design and qualitative studies did not report a single numeric sample. Narrative/thematic synthesis identified four themes: feedback and writing support; speaking and personalized tutoring; changing learner-teacher roles; and affective and ethical conditions. The evidence is recent and heterogeneous, limiting quantitative pooling. FICO was used as an internal appraisal rubric; reviewer-level logs were not retained, so Cohen’s kappa and aggregate FICO scores were not reconstructed retrospectively. Future research should prioritize controlled longitudinal designs, validated outcome measures, transparent reporting, data privacy, and under-represented ESP and sport-science populations.]]>
<![CDATA[Performance optimization and injury prevention in floorball: a systematic literature review of biomechanical, physiological, and technological evidence ]]>
<![CDATA[Ardo Okilanda]]>;
<![CDATA[Ifdil Ifdil]]>;
<![CDATA[Rudyanto Rudyanto]]>;
<![CDATA[M. Arie Desman]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/993490
<![CDATA[Floorball is a fast, multidirectional indoor team sport in which performance and injury risk emerge from interacting tactical, biomechanical, neuromuscular, physiological, and monitoring factors. This systematic review synthesised evidence from 2005–2026 across three linked domains: performance determinants, injury risk and prevention, and technologies for monitoring and prediction. PRISMA 2020 guided the review, and Scopus was used as the primary information source because it spans sport science, biomechanics, and engineering literature. The search identified 63 records; 30 full texts were assessed and 10 empirical studies were included: five prospective/longitudinal, three cross-sectional, one observational match-analysis, and one intervention-plus-modelling study. Thematic synthesis identified three evidence clusters. Performance was associated with tactical decision-making, shooting coordination, reactive lower-limb strength, directional-speed symmetry, and load-sensitive psychophysiological state. Injury evidence centred on ACL-related landing and neuromuscular-control factors, but no single screen consistently predicted future injury. Emerging technologies included wearables, velocity-based training, machine learning, and automated tracking, with modest individual-level predictive validity. The review therefore proposes a hypothesis-generating monitoring-informed framework that links performance and injury domains while requiring larger prospective cohorts, external validation, stronger female- and youth-specific evidence, and replication across databases.]]>
<![CDATA[AI, computer vision, and sensor-based assessment of psychological states in tennis: a systematic review ]]>
<![CDATA[Andre Igoresky]]>;
<![CDATA[Ifdil Ifdil]]>;
<![CDATA[M. Arie Desman]]>
<![CDATA[ Lentera Negeri Vol. 6 No. 2 (2025): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/993500
<![CDATA[This review examined how wearable sensors, computer vision, and artificial intelligence (AI) measure or infer psychological states in tennis and racket sports. Outcomes included competitive stress, anxiety, mental fatigue, cognitive or attentional states, recovery, and flow or “zone” experiences. Computer-vision studies were treated as behavioural proxies unless a psychological target was reported. Reporting followed PRISMA 2020. A Scopus search identified 253 records from 2015–2025; 43 texts were assessed, and 10 studies met the criteria. Eligible studies involved racket-sport athletes, psychological/affective constructs or behavioural proxies, and digital sensing or computational modalities. Approaches included physiological, EEG, inertial, computer-vision, and multimodal methods. Findings indicate overall feasibility, but performance was not comparable because constructs, labels, samples, settings, and validation procedures differed. No external-validation dataset was identified. Cohen’s kappa could not be reconstructed, and FICO was an internal appraisal rubric. Priorities include longitudinal field validation, standardized labeling, psychometric anchoring, explainable models, and privacy-preserving data governance.]]>
<![CDATA[Lesson planning and teacher professional competence: mediation and moderation mechanisms in an integrative framework ]]>
<![CDATA[Jurus Setiawan]]>;
<![CDATA[Sutrisni Andayani]]>;
<![CDATA[Sujino Sujino]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/993520
<![CDATA[This study aims to identify the mediation and moderation mechanisms that explain the relationship between lesson planning and teacher professional competence at the primary and secondary education levels, and to develop an integrative conceptual framework that addresses theoretical fragmentation in the literature. This Systematic Literature Review (SLR) follows the PRISMA 2020 protocol. A manual search was conducted using documented Boolean strings across the Scopus, ERIC, and Sinta databases, covering publications from 2016 to 2026. Inclusion criteria were established using the PEO (Population, Exposure, Outcome) framework. Study quality was assessed using the JBI Critical Appraisal Checklist. Inter-rater reliability was calculated using Cohen's kappa (κ = 0.87 for selection; κ = 0.89 for coding). Of 1,247 initially identified articles, 42 met the inclusion criteria and were analyzed using thematic analysis with deductive-inductive coding procedures. Synthesis of 42 studies revealed three primary mediation mechanisms: (1) deliberate reflection bridging planning practice with competence development; (2) integration of technological-pedagogical-content knowledge (TPACK) occurring during the planning process; and (3) enhanced self-efficacy through successful planning experiences. Three moderator categories were identified: internal factors (prior knowledge, experience, epistemic beliefs), external factors (collaborative supervision, professional development, communities of practice), and contextual factors (digital era, curriculum policy, resources). The proposed integrative framework positions lesson planning as a mediating process between teacher dispositions and professional competence, with contextual factors serving as moderators. The relationship between lesson planning and teacher professional competence is reciprocal and mediated by mechanisms of reflection, knowledge integration, and self-efficacy. However, causal claims within this framework remain largely theoretical propositions requiring empirical validation through longitudinal and experimental studies.]]>
<![CDATA[Managerial leadership and teacher performance: a systematic review of principal effectiveness in elementary education ]]>
<![CDATA[Muchtar Rizki Ramadhani]]>;
<![CDATA[Garianto Garianto]]>;
<![CDATA[Agus Sutanto]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/993550
<![CDATA[This study aims to identify and synthesize evidence from previous studies on factors influencing the principal's role in improving teacher performance, and to develop a conceptual framework derived from various findings. This research employs the Systematic Literature Review (SLR) method following the PRISMA 2020 guidelines. Searches were conducted across five databases (Scopus, Web of Science, ERIC, Google Scholar, and SINTA). From 457 initial articles, only 100 passed the screening and were analyzed using thematic synthesis. From the 100 articles, four main factors influencing principal leadership on teacher performance were identified: 1) principal internal factors (managerial competence, leadership style, communication, and charisma); 2) school environmental factors (school culture, organizational climate, and academic supervision); 3) teacher factors (work motivation, commitment, discipline, and pedagogical competence); and 4) system and policy factors (compensation, professional development, community-based policies, and school committee roles). Among these four factors, principals' managerial competence was the most dominant (mentioned in 78 of 100 articles). Additionally, teacher work motivation was found to play an important mediating role, mentioned in 65 of 100 articles. Sustainable improvement in teacher performance can be achieved through strengthening principals' managerial competence, enhancing teacher motivation and commitment, developing positive school culture and climate, and reinforcing supervision and supportive policies. These findings are expected to serve as a reference framework for education stakeholders and a foundation for future researchers to conduct field testing.]]>
<![CDATA[Arabic language learning trajectories: a narrative analysis of identity formation among thai students ]]>
<![CDATA[Ahmad Maghfurin]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/993650
<![CDATA[This study takes as its core research subject the Arabic language learning trajectories of Thai international students enrolled at the State Islamic University of Walisongo Semarang, Indonesia. This study is designed with a qualitative research orientation, adopting the narrative inquiry method. Data collection combines documentary analysis and unstructured in-depth interviews. For the analysis stage, this study applies the interactive analysis model proposed by Miles and Huberman. This study maps out a four-stage interconnected trajectory of the international students’ Arabic language learning: academic cultural adaptation, language proficiency advancement, competency certification, and the formation of a hybrid academic identity. It also identifies three types of inherent challenges the students face, stemming from differences in educational backgrounds, language foundations, and teaching traditions. In response, the students have developed four corresponding adaptive strategies: interacting with instructors, collaborating with peers, engaging in self-directed learning, and utilizing digital resources. This study further finds that Arabic language competency certification can be converted into three forms of capital: intellectual capital, spiritual capital, and social capital. These capitals support three core competencies of the international students: participation in Islamic academic activities, cross-cultural communication, and resilience in transnational academic environments. The core argument of this study is that Arabic language learning is far from a simple acquisition of linguistic competence, but rather a complex process of identity negotiation.]]>
