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INTEGRITAS KEILMUAN DAN IMPLIKASI ETIS PENGGUNAAN ARTIFICIAL INTELLIGENCE DALAM PENELITIAN: A SYSTEMATIC LITERATURE REVIEW Ainur Rofiqi; Fauziyah; Slamet Arifin; Siti Mas'ula
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.35528

The development of artificial intelligence (AI) in the scientific research ecosystem has accelerated significantly and offers efficiency at various stages of research, from data processing, analysis, to manuscript preparation. However, the use of AI raises new ethical challenges that have not been fully accommodated in conventional scientific integrity guidelines. This study is a Systematic Literature Review that aims to map research trends, integrity and ethical implications of the use of AI, as well as ethical challenges in the use of AI in scientific research and publications. The study was conducted on 25 scientific articles. The results of the study show an increasing trend, especially in 2019-2023. The use of AI is inseparable from ethical responsibility, academic transparency, and compliance with scientific publication guidelines. The challenges in the application of AI ethics are multidimensional, ranging from AI bias and ethical norms in scientific research, violations of AI in research, confidentiality and privacy, and morality in the use of AI. Therefore, an approach that combines normative ethical frameworks, technical operational standards, and adaptive and sustainable institutional governance is needed.

TREN PENELITIAN LITERASI LINGKUNGAN PADA PENDIDIKAN DASAR DAN IMPLIKASINYA TERHADAP PEMBANGUNAN BERKELANJUTAN: SYSTEMATIC LITERATURE REVIEW DAN BIBLIOMETRIC ANALYSIS Ainur Rofiqi; Intan Sari Rufiana; Radeni Sukma Indra Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.35645

Environmental education has evolved from raising basic awareness to integrating complex sustainability concepts and interdisciplinary skills in the curriculum since the 20th century. This study is a Systematic Literature Review and Bibliometric Analysis which aims to map research trends, keyword networks, and implications of environmental literacy research in basic education on the achievement of sustainable development goals. A study was conducted on 21 scientific articles that have gone through the inclusion and exclusion stages. The results of the study show that there is a fluctuating trend in environmental literacy research in primary education, but it tends to increase in 2024 and 2025. The keyword "environmental literacy" is a keyword that often appears and is often researched. Environmental literacy has profound transformative implications for efforts to achieve Sustainable Development (SDGs). The main implication is the shift in research focus from the purely cognitive dimension to the reinforcement of affective dimensions and pro-environmental behaviors, which are essential prerequisites for the transition to a sustainable society

Dampak Inquiry–Deep Learning terhadap pembelajaran cahaya di sekolah dasar Ainur Rofiqi; Siti Mas'ula; Inul Zulzila
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 3 (2025): December 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i3.109692

Tujuan penelitian ini adalah mendeskripsikan peningkatan hasil belajar dan keterampilan proses sains murid kelas V melalui penerapan Inquiry–Deep Learning (IDL) pada materi cahaya. Metode penelitian menggunakan desain Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Subjek penelitian terdiri atas 28 murid kelas V yang ditentukan melalui teknik cluster sampling. Data dikumpulkan menggunakan tes hasil belajar dan lembar observasi keterampilan proses sains. Hasil penelitian menunjukkan adanya peningkatan ketuntasan hasil belajar dari 39,28% pada siklus I menjadi 100% pada siklus II, serta peningkatan keterampilan proses sains dari 70,08% menjadi 83,77%. Temuan penelitian mengindikasikan bahwa pembelajaran IDL mampu mendorong keterlibatan aktif murid dalam proses inkuiri dan pemaknaan konsep secara mendalam. Simpulan penelitian menegaskan bahwa IDL efektif digunakan untuk meningkatkan hasil belajar dan keterampilan proses sains pada pembelajaran IPA materi cahaya di sekolah dasar. The impact of Inquiry–Deep Learning on light education in Elementary schools Abstract: The purpose of this study was to describe the improvement of learning outcomes and science process skills of fifth-grade students through the implementation of Inquiry–Deep Learning (IDL) on light concepts. The method employed was Classroom Action Research following the Kemmis and McTaggart model, conducted in two cycles. The research subjects consisted of 28 fifth-grade students selected using cluster sampling. Data were collected using learning achievement tests and science process skills observation sheets. The results showed an increase in learning mastery from 39.28% in Cycle I to 100% in Cycle II, along with an improvement in science process skills from 70.08% to 83.77%. The findings indicate that IDL promotes active student engagement in inquiry-based learning and deeper conceptual understanding. The conclusion confirms that Inquiry–Deep Learning is effective in enhancing learning outcomes and science process skills in elementary science learning on light concepts.

Diferensiasi dalam Pembelajaran: Strategi dan Praktik di Kelas Fauziyah Fauziyah; Ainur Rofiqi; Slamet Arifin; Ratna Ekawati
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4 (2025): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4.4114

Pembelajaran berdiferensiasi menjadi pendekatan pedagogis yang esensial dalam menghadapi keberagaman peserta didik di kelas dasar. Studi bertujuan menelaah secara sistematis strategi dan praktik pembelajaran berdiferensiasi di sekolah dasar berdasarkan hasil studi literatur dalam lima tahun terakhir (2019–2025). Kajian ini menggunakan metode systematic literature review terhadap 30 artikel ilmiah terindeks nasional dan internasional, termasuk publikasi di jurnal terakreditasi SINTA dan Scopus. Hasil menunjukkan bahwa pembelajaran berdiferensiasi berakar pada teori konstruktivisme, humanisme, dan Universal Design for Learning (UDL), yang menekankan pentingnya menyesuaikan proses belajar dengan kesiapan, minat, dan profil belajar peserta didik. Praktik di lapangan meliputi diferensiasi konten, proses, dan produk melalui berbagai strategi seperti penilaian diagnostik, pembelajaran berbasis proyek, kelompok fleksibel, dan penggunaan teknologi digital adaptif. Temuan penelitian juga menyoroti bahwa keberhasilan implementasi diferensiasi sangat dipengaruhi oleh kompetensi guru dalam perencanaan, manajemen kelas, serta dukungan kebijakan kurikulum. Studi ini menegaskan bahwa pembelajaran berdiferensiasi bukan sekadar strategi teknis, melainkan paradigma pedagogis yang berorientasi pada keadilan belajar (equity in education) dan pengembangan potensi individu peserta didik. Rekomendasi penelitian ini mengarah pada perlunya penguatan kapasitas guru, desain kebijakan yang inklusif, dan penelitian empiris lanjutan terkait efektivitas model diferensiasi di berbagai konteks pendidikan dasar di Indonesia.

PARADIGMA ASESMEN MULTILITERASI: ANALISIS PRAKTIK FORMATIF, SUMATIF, DAN OTENTIK DI SEKOLAH DASAR Ainur Rofiqi; Intan Sari Rufiana; Sri Rahayuningsih
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.43840

The development of technology and information in the 21st century has changed the literacy landscape. Individuals are required not only to have literacy but also various forms of literacy called multiliteracy. Multiliteracy assessments are necessary to capture the complexity of students' ability to navigate and create meaning in a variety of modes, beyond the limitations of text-based evaluation alone. This study aims to analyze in depth the practice of formative, summative, and authentic assessment in the context of the multiliteracy paradigm in elementary schools, as well as identify challenges in its implementation. The type of research is qualitative with a case study design. The research instrument used interview sheets with data collection techniques through interviews, observations, and document studies. The findings of the study are that the practice of multiliteracy assessment in elementary schools has evolved from simple to complex, including cognitive enhancement, reflective approaches, and multimodality integration. These findings confirm the role of assessment in building multiliteracy comprehensively. The implication is that it is necessary to strengthen teacher competence, adaptive instruments, and the use of technology to optimize implementation.

Penerapan pembelajaran diferensiasi pada pendidikan inklusi: studi kasus di sdn x kabupaten mojokerto Ainur Rofiqi; Fauziyah Fauziyah; Slamet Arifin; Ratna Ekawati
Didaktika Dwija Indria Vol 13, No 6 (2025): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v13i6.112676

Inclusive education reflects a national commitment to guaranteeing every individual’s right to education, yet its implementation continues to face challenges. This study examines the complexity of implementing differentiated instruction at SDN X, Mojokerto Regency, as a representation of inclusive practices in public elementary schools. Using a case study design, the research involved classroom teachers, the principal, and parents as participants. Data were collected through validated interviews and classroom observations, then analyzed using data triangulation based on the Miles and Huberman framework. The findings reveal that differentiated instruction has been implemented through flexible content modification, the use of varied learning media, and adjustments to learning time. However, its implementation remains suboptimal due to the absence of Special Education Teachers and the lack of an inclusive education team. Theoretically, the study indicates that the effectiveness of differentiated instruction in inclusive settings depends not only on teachers’ pedagogical competence but also on strong collaboration between schools and parents through the Individualized Education Program (IEP). Practically, the findings highlight the need to strengthen structural support by providing Special Education Teachers, establishing an inclusion team, enhancing teacher capacity, and fostering sustained collaboration with relevant stakeholders to ensure more effective and sustainable implementation of differentiated instruction

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