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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Journal of Innovation and Research in Primary Education
Agusta, Ratu Meri
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Ethics in Scientific Research: A Literature Review of Fundamental Principles and the Identification of Research Misconduct Agusta, Ratu Meri; Nurfalah, Siti; Komalasari, Rena; Nulhakim, Lukman
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1341

Abstract

Ethics in scientific research is a crucial foundation for maintaining the quality, integrity, and trustworthiness of research outcomes. In an increasingly competitive academic environment driven by publication pressure, ethical violations such as fabrication, falsification, and plagiarism (research misconduct) have become serious threats to the credibility of the scientific community. This article aims to review recent literature on the fundamental principles of research ethics as well as methods for identifying and preventing scientific misconduct. By examining various academic sources, this review highlights the importance of ethics education based on contextual, interactive, and continuous training, along with the need for firm institutional policies to foster a responsible and dignified research culture. Furthermore, the article emphasizes the vital role of academic leadership and the involvement of all campus elements in the prevention and management of ethical violations in research.
ANALISIS TANTANGAN PEMBELAJARAN IPS DALAM KONSEP TATA RUANG DAN SISTEM SOSIAL Agusta, Ratu Meri; Syamsiah, Siti Nur; Rahmawati, Ika; Dewi, Ratna Sari
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 5 No 2 (2025): Vol. 5 No. 2 Edisi Mei 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v5i2.2950

Abstract

Pembelajaran Ilmu Pengetahuan Sosial (IPS) di Sekolah Dasar memiliki peran strategis dalam membentuk pemahaman awal siswa mengenai dinamika kehidupan sosial dan ruang geografis. Namun, implementasi pembelajaran IPS di tingkat dasar masih dihadapkan pada berbagai tantangan, baik dari segi konten, pendekatan pedagogis, ketersediaan media, maupun kesiapan tenaga pendidik. Artikel ini bertujuan untuk menganalisis secara komprehensif berbagai hambatan yang dihadapi dalam pembelajaran IPS, khususnya pada konsep tata ruang dan sistem sosial, serta mengeksplorasi solusi yang relevan dan aplikatif dalam konteks pendidikan abad ke-21. Hasil kajian menunjukkan bahwa kompleksitas konsep tata ruang dan sistem sosial kerap sulit dipahami oleh siswa karena keterbatasan kemampuan berpikir abstrak pada usia dini, ditambah dengan minimnya penggunaan media pembelajaran yang kontekstual dan visual. Tantangan lainnya adalah rendahnya kapasitas guru dalam menerapkan pendekatan pembelajaran yang inovatif dan interaktif, serta belum optimalnya integrasi teknologi informasi dan komunikasi dalam pembelajaran IPS. Kesenjangan akses pendidikan antara wilayah perkotaan dan pedesaan juga memperparah kualitas pembelajaran, mengingat banyaknya sekolah yang belum memiliki sarana dan prasarana pendukung yang memadai, termasuk tenaga pendidik yang kompeten dan pelatihan profesional yang berkelanjutan. Artikel ini merekomendasikan perlunya penyusunan kurikulum adaptif yang mampu menjembatani kebutuhan siswa dengan tuntutan zaman, penguatan pelatihan profesional guru secara berkelanjutan, serta pemanfaatan teknologi digital sebagai sarana untuk meningkatkan interaktivitas, efektivitas, dan keterlibatan siswa dalam pembelajaran IPS. Dengan pendekatan yang tepat dan kolaboratif, pembelajaran IPS di Sekolah Dasar dapat ditransformasi menjadi pengalaman belajar yang lebih bermakna, menyenangkan, dan relevan bagi peserta didik, sekaligus membentuk generasi yang memiliki kesadaran ruang, tanggung jawab sosial, dan kepekaan terhadap isu-isu global.
ETNOPEDAGOGIK DALAM PERTANIAN MASYARAKAT ADAT DESA CIUSUL CITOREK Agusta, Ratu Meri; Asti Hardianti; Rena Komalasari; Ujang Jamaludin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09, Nomor 04, Desember 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.20278

Abstract

This study aims to describe the ethnopedagogical system in rice farming practices among the indigenous community of Desa Ciusul Citorek. Through observation, in-depth interviews, and document analysis, it was found that the indigenous people possess local knowledge about seed selection, planting, cultivation, harvesting, and storage of rice. This system has proven its sustainability in maintaining soil fertility and preserving the environment. However, the system also faces challenges from climate change and the influence of modernization. This study highlights the importance of preserving local knowledge as a foundation for building more sustainable agriculture.
DAMPAK PEMBELAJARAN BERDIFERENSIASI TERHADAP MOTIVASI DAN HASIL BELAJAR SISWA SEKOLAH DASAR Agusta, Ratu Meri; Hardianti, Asti; Komalasari, Rena; Dewi, Ratna Sari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09, Nomor 04, Desember 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.20410

Abstract

This study aims to analyze the impact of differentiated instruction on elementary students' motivation and academic achievement through a literature review. The analysis of various studies shows that differentiated instruction, which accommodates individual student differences, has a significant positive impact on students' intrinsic motivation, academic achievement, and engagement in the learning process. This approach is effective because it provides flexibility in choosing tasks and learning strategies, and creates an inclusive and supportive learning environment. The findings have important implications for educators to adopt differentiated instruction strategies in their teaching practices, as well as for policymakers to promote the implementation of this approach at all levels of education.
Co-Authors Ahmad Muttaqin Hardianti, Asti Hidayat, Sholeh Ika Rahmawati Komalasari, Rena Nulhakim, Lukman Nurfalah, Siti Ratna Sari Dewi Rena Komalasari Syamsiah, Siti Nur Ujang jamaludin