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
249 Documents
<![CDATA[An integrated management, human-resource, and financing framework for community-based equivalency education: a cross-case study of two indonesian community learning centers ]]>
<![CDATA[Maisya Ade Rahman]]>;
<![CDATA[Sufyarma Marsidin]]>;
<![CDATA[Anisah Anisah]]>;
<![CDATA[Rifma Rifma]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/993670
<![CDATA[This qualitative descriptive case study investigates how the four basic management functions—planning, organization, implementation, and control—operate across two community learning centres (PKBM) with differing accreditation levels in Pariaman City, West Sumatra: PKBM Amanah (Certification C) and PKBM Ar-Raudah (Certification B). While both institutions formally possess all core managerial functions on paper, significant disparities emerge in practical implementation. The higher-accredited centre demonstrates stronger strategic planning, transparent task descriptions, and better technological infrastructure, whereas the lower-accredited centre struggles with incomplete curriculum documentation and basic resource deficits. Furthermore, institutional operations at both sites are heavily mediated by recurring human resource and financial constraints, notably low tutor honorariums, learner attendance rates dropping below 20% per session, and an over-reliance on a single government assistance program. Ultimately, the study concludes that the substantive operational gap—driven by available human and financial resources—is a much more accurate indicator of true institutional capacity than the mere formal presence of management paperwork, highlighting the need for an integrated management framework for non-formal education policymakers and local agencies.]]>
<![CDATA[Anticipation and decision-making in fencing: a systematic review of neuromuscular and cognitive correlates ]]>
<![CDATA[Ade Zalindro]]>;
<![CDATA[M. Arie Desman]]>;
<![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: 10.29210/993730
<![CDATA[This review evaluated how neuromuscular, perceptual-cognitive, neural, and training-related markers are associated with anticipation and decision-making in fencing, and identified consistency and methodological limitations. Scopus, PubMed, and ScienceDirect were searched using predefined PICOS-based terms. Of 114 records, 15 duplicates were removed, 99 records screened, 34 full texts assessed, and 22 reports included: 21 empirical studies and one narrative review for contextual synthesis. Study quality was appraised using the MMAT 2018. Participant totals were not pooled because a verified cross-study count was unavailable and overlapping cohorts could cause double counting. Meta-analysis was not defensible because outcomes, tasks, instruments, comparison groups, and reporting formats were heterogeneous; findings were synthesised narratively according to SWiM principles. Inter-rater kappa was not calculated and could not be reconstructed retrospectively. Expertise was associated with earlier muscle activation, more economical EMG coordination, faster or stable responses, stronger cortical preparation, and efficient visual search. Evidence for trainability remained limited.]]>
<![CDATA[Neuromuscular coordination and motor adaptability in the fencing lunge and attack: a PRISMA 2020-guided systematic review ]]>
<![CDATA[Ade Zalindro]]>;
<![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: 10.29210/993740
<![CDATA[Competitive fencing is a rapid, open-skill combat sport in which offensive success depends on precise organisation, timing, and adaptability of whole-body movement rather than speed alone. This systematic review synthesised empirical evidence on neuromuscular coordination, movement variability, and motor adaptability during fencing lunges and attacks. The review followed PRISMA 2020 and used PICOS-based eligibility criteria for English-language, peer-reviewed empirical quantitative studies of competitive fencers, including able-bodied and wheelchair fencers, that examined movement, motor control, coordination, or adaptability of the lunge/attack. Searches of Scopus, PubMed, and ScienceDirect identified 712 records published across 2000-2026; 20 studies were included after screening and full-text assessment. Study quality was appraised with the Mixed Methods Appraisal Tool (MMAT) 2018. Because the included studies were heterogeneous in population, weapon, task, measurement, and outcome, findings were synthesised narratively using thematic coding rather than quantitative meta-analysis. Across the corpus, expertise was associated with earlier anticipatory and postural adjustments, more efficient muscular sequencing, greater rear-leg propulsion, and stronger capacity to correct ongoing actions under uncertainty. Movement variability appears functional rather than merely error, but standardised variability metrics are lacking. Future research should prioritise longitudinal and intervention designs, broader para-fencing evidence, and standardised biomechanical reporting.]]>
<![CDATA[Affect, cognition, and interpersonal predictors of performance in beach volleyball: a systematic review ]]>
<![CDATA[Rudyanto Rudyanto]]>;
<![CDATA[Eval Edmizal]]>;
<![CDATA[Jeki Haryanto]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/993760
<![CDATA[Beach volleyball is a physically and psychologically demanding sport in which performance is produced by two interdependent athletes under variable environmental and competitive demands. This systematic review synthesized empirical evidence on psychological states and processes associated with competitive and technical-tactical performance in beach volleyball. Following PRISMA 2020, Scopus was searched on 21 August 2026 using predefined terms covering psychological states and processes. Of 403 records identified, 15 duplicates were removed, 388 records were screened, 98 reports were assessed in full text, and 22 studies met the eligibility criteria. Eligible studies were peer-reviewed English-language empirical investigations involving beach volleyball athletes, dyads, or teams and examining affect, anxiety, mood, mental fatigue, cognition, decision-making, motivation, coping/resilience, personality, or interpersonal processes. Thematic synthesis identified four broad clusters: affect, anxiety and mood; mental fatigue and cognition; decision-making and psychological momentum; and psychological skills, personality, and interpersonal processes. The evidence suggests that anxiety interpretation and self-confidence may be more informative than anxiety intensity alone, whereas mental fatigue and sleep restriction are consistently associated with poorer attack or perceptual-cognitive performance. Decision-making is influenced by contextual information, prior outcomes, and probability biases, while partnership quality and interpersonal regulation appear relevant to team functioning. However, the evidence base is heterogeneous, frequently cross-sectional, and based on small samples. Findings should therefore be interpreted as associations rather than universal causal effects. Future research should prioritize longitudinal, dyad-sensitive, ecologically valid, and technology-assisted designs with standardized assessment and replication.]]>
<![CDATA[Conversational AI for mental health: a systematic review of effectiveness and design ]]>
<![CDATA[Anisa Sholiha Mia]]>;
<![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: 10.29210/993770
<![CDATA[This systematic review synthesised evidence on the applications, effectiveness, engagement, acceptability, and responsible design of large language model (LLM)- and AI-based conversational agents for mental health and psychological well-being. Following the PRISMA 2020 framework, Scopus, PubMed, and ScienceDirect were searched for English-language publications from 2023 to 2026. The search identified 388 records; 16 duplicates were removed, 372 records were screened, 56 full texts were assessed, and 21 eligible publications were retained. Because the corpus combined randomized and quasi-experimental studies with single-arm, qualitative, developmental, protocol, conceptual, and review publications, findings were synthesised thematically rather than pooled in a meta-analysis. Four themes emerged: effectiveness and outcomes; design and development; assessment and evaluation; and user perception, acceptability, and ethics. Controlled studies reported promising short-term improvements in depression, anxiety, stress, and well-being, while feasibility and qualitative studies indicated generally favourable acceptability but also concerns about engagement decline, privacy, emotional dependence, bias, transparency, and crisis management. The evidence supports conversational AI primarily as a supervised adjunct to mental-health care rather than an autonomous clinical decision-maker. Major limitations were heterogeneous designs and outcomes, limited long-term follow-up, geographic concentration, and incomplete reporting of screening reliability and search dates in the original review record. Future research should use adequately powered, multi-site trials, standardised outcomes, explicit safety benchmarks, and transparent human-oversight procedures.]]>
<![CDATA[Perkembangan riset conversational AI pada layanan konseling berdasarkan publikasi terindeks ]]>
<![CDATA[Wiki Lofandri]]>;
<![CDATA[Mutia Ramdhatul Jannah]]>
<![CDATA[ Lentera Negeri Vol. 6 No. 1 (2025): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/993780
<![CDATA[Kemunculan kecerdasan buatan percakapan (conversational artificial intelligence) telah membuka jalur baru bagi layanan konseling, mulai dari dukungan kesehatan mental hingga bimbingan karier, namun peta literaturnya belum banyak dipetakan secara sistematis. Penelitian ini menganalisis 479 artikel jurnal terindeks Scopus yang terbit pada rentang 2021–2025 untuk memahami perkembangan, sebaran, dan struktur tematik riset pada persinggungan kecerdasan buatan percakapan dan layanan konseling. Data ditelusuri menggunakan strategi Boolean pada basis data Scopus, disaring melalui tahapan jenis dokumen, bahasa, jenis sumber, dan tahap publikasi, kemudian dianalisis dengan Biblioshiny (paket Bibliometrix R) dan VOSviewer. Hasil menunjukkan pertumbuhan publikasi yang konsisten dari 36 artikel pada 2021 menjadi 198 artikel pada 2025, didominasi oleh Amerika Serikat, Tiongkok, dan Inggris Raya, dengan JMIR Formative Research dan Journal of Medical Internet Research sebagai jurnal paling produktif. Analisis kata kunci memperlihatkan bahwa tema depresi, kecemasan, dan cognitive behavioral therapy menempati kuadran niche yang berkembang, sementara chatbot dan mental health masih berada pada kuadran basic themes yang menopang keseluruhan bidang. Hukum Bradford mengonfirmasi konsentrasi literatur pada sejumlah kecil jurnal inti, sedangkan Hukum Lotka menunjukkan pola produktivitas penulis yang lebih timpang dibanding pola klasik. Temuan ini memberikan peta rujukan bagi peneliti, praktisi konseling, dan pengembang teknologi dalam merumuskan agenda riset lanjutan mengenai efektivitas klinis, etika, dan penerimaan pengguna terhadap agen percakapan berbasis kecerdasan buatan dalam konteks layanan konseling.]]>
<![CDATA[Effectiveness of immersive virtual reality interventions for l2 english oral communication: a systematic review ]]>
<![CDATA[Kristian Burhan]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/993850
<![CDATA[Speaking is one of the most demanding skills for English learners, who often lack authentic, low-anxiety opportunities to practise oral communication. This systematic review synthesises empirical evidence on immersive virtual reality (VR) for L2 English speaking and oral communication. Following PRISMA 2020, searches of Scopus, PubMed, and ScienceDirect identified 948 records; after 11 duplicates were removed, 937 records were screened, 162 full texts were assessed, and 24 empirical studies published between 2021 and 2025 were included. Eligible studies examined English-speaking or oral-communication outcomes in EFL/ESL/ESP learners using immersive VR and were appraised with the Mixed Methods Appraisal Tool (MMAT 2018). Because the included studies differed substantially in design, outcomes, instruments, and reporting, findings were synthesised narratively and thematically rather than pooled statistically. The corpus was dominated by mixed-methods and quasi-experimental studies and was concentrated in Asian higher-education contexts. Across the 24 studies, confidence, willingness to communicate, and engagement showed the most consistently positive descriptive pattern, whereas effects on measured oral proficiency and speaking anxiety were mixed. The evidence therefore supports task-based, scaffolded, and socially supported VR use, while cautioning against equating positive perceptions with demonstrated proficiency gains. Formal inter-rater agreement statistics were not recorded in the original review and are identified as a methodological limitation.]]>
<![CDATA[Profil working memory anak sekolah dasar: kesenjangan encoding-retrieval pada stimulus video animasi naratif ]]>
<![CDATA[Sabrina Jelita]]>;
<![CDATA[Neneng Sri Wulan]]>;
<![CDATA[Indah Nurmahanani]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/993370
<![CDATA[Penelitian ini bertujuan menganalisis profil short-term memory (STM) siswa kelas IV sekolah dasar berdasarkan enam indikator STM setelah menyaksikan video animasi dongeng berdurasi 73 detik. Penelitian menggunakan desain deskriptif kuantitatif dengan pendekatan cross-sectional, melibatkan 43 siswa dari dua sekolah dasar swasta yang dipilih menggunakan teknik total sampling (sensus) karena populasi terjangkau memang terbatas pada jumlah tersebut. Data dikumpulkan menggunakan Instrumen Esai Enam Indikator STM (IEEI-STM) yang telah divalidasi melalui expert judgment dan diuji reliabilitasnya menggunakan koefisien Cronbach's alpha (α=0,691). Data dianalisis menggunakan statistik deskriptif (mean, standar deviasi, dan distribusi frekuensi) dengan bantuan JASP versi 0.18. Hasil penelitian menunjukkan rata-rata skor STM siswa sebesar 13,40 dari skor maksimal 18, dengan 95,3% siswa berada pada kategori Baik hingga Sangat Baik. Indikator encoding memperoleh capaian tertinggi (M=2,93; SD=0,26; 97,7%), sedangkan retrieval memperoleh capaian terendah (M=1,86; SD=0,80; 62,0%), dan perbedaan tersebut terbukti signifikan secara statistik berdasarkan Wilcoxon Signed-Rank Test (z=-5,21; p<0,001; r=0,79). Temuan ini mengindikasikan bahwa keberhasilan siswa dalam menerima informasi belum tentu diikuti oleh kemampuan memanggilnya kembali secara akurat, sehingga pembelajaran berbasis video perlu disertai strategi penguatan seperti retrieval practice.]]>
<![CDATA[Pedagogical transformation of nutrition programs: how free meal initiatives shape student independence in islamic educational contexts ]]>
<![CDATA[Alis Asikin]]>;
<![CDATA[Nasirudin Nasirudin]]>;
<![CDATA[Yusron Nur Hadi]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/993660
<![CDATA[This study aims to critically analyze the implementation of the Free Nutritious Meal Program (MBG) in Islamic schools in Southern Thailand from the perspective of self-reliance character education, by examining the implementation process, supporting factors, and challenges that affect the formation of students' character. The research uses a qualitative approach with a case study design to understand in depth how nutrition-oriented programs translate into educational practices in the context of Islamic schools. Data were obtained through observation and interviews with parties involved in the implementation of the program, then analyzed thematically to identify practice patterns, supporting conditions, and tensions that arise in the implementation process. The findings of the study show that free nutritious eating transforms from a nutrition fulfillment program into a pedagogical space for the formation of independent character through the habit of taking food, queuing, eating orderly, maintaining cleanliness, and being responsible for one's own needs. The process is supported by the commitment of principals and teachers, a consistent routine of activities, an Islamic school culture, parental involvement, and institutional and facility support. However, the dependence of some students on teachers, limited facilities and time, the number of students, and the orientation of food distribution efficiency can limit the space for students to develop independence. This research contributes conceptually by showing that the impact of character education from school food programs is not automatic, but depends on the ability of institutions to transform nutrition fulfillment practices into pedagogical experiences that allow students to develop agency, responsibility, self-regulation, and independent habits. These findings expand the discussion on faith-based education and character education by positioning school welfare programs as potential arenas for character formation through daily practice.]]>
<![CDATA[Decision-making as a mediator: how principals’ growth mindset and emotional intelligence shape school climate ]]>
<![CDATA[Neneng Rostika]]>;
<![CDATA[Dede Margo Irianto]]>;
<![CDATA[Ai Sutini]]>
<![CDATA[ Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri ]]>
Publisher : <![CDATA[Indonesian Institute For Counseling, Education and Therapy ]]>
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DOI: 10.29210/993690
<![CDATA[This study examines the effects of school principals’ growth mindset and emotional intelligence on decision-making and their implications for elementary school climate. A quantitative survey involved 297 civil-service teachers, comprising 208 Government Employees with Work Agreements (PPPK) and 89 Civil Servants (PNS), from public elementary schools in Region I of Sumedang Regency, Indonesia. Respondents were selected through non-probability quota sampling. Data were collected using five-point Likert-scale questionnaires measuring growth mindset, emotional intelligence, decision-making, and school climate and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. The measurement model showed satisfactory reliability and validity, with Cronbach’s alpha of 0.753–0.862, AVE of 0.591–0.759, and composite reliability of 0.831–0.907. Growth mindset significantly and positively affected decision-making (β = 0.189, t = 3.247, p = 0.001), as did emotional intelligence (β = 0.761, t = 13.245, p < 0.001). Decision-making strongly and significantly influenced school climate (β = 0.917, t = 60.677, p < 0.001) and mediated the effects of growth mindset and emotional intelligence on school climate. The model explained 87.3% of decision-making and 84.1% of school climate variance. These findings underscore the importance of strengthening principals’ psychological capacities to support effective leadership and a positive school climate.]]>
