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EduStream: Jurnal Pendidikan Dasar
Published by Universitas Negeri Surabaya
ISSN : 26144417     EISSN : 26144417     DOI : -
Core Subject : Education,
Other
EduSTREAM merupakan jurnal berfokus pada perkembangan pendidikan sekolah dasar. Bahan kajian dalam jurnal EduSTREAM terdiri dari ilmu pengetahuan alam, teknologi, religi, etnopedagogi, seni, dan matematika. Jurnal yang diterbitkan merupakan hasil dari penelitian.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 144 Documents
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Optimalisasi Program Anti Bullying Terhadap Iklim Belajar Inklusif Di SDIT At-Taqwa Surabaya Alfi Muhimmah, Hitta; Sukartiningsih, Wahyu; Dwi Wicaksono, Vicky; Hisman, Syariffanor binti; Mawaddah, Nurhayati
EduStream: Jurnal Pendidikan Dasar Vol 9 No 1 (2025): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v9n1.p66-80

Abstract

This study aims to examine the implementation of the anti-bullying program at the Integrated Islamic Elementary School (SDIT) At-Taqwa Surabaya in creating an inclusive learning atmosphere. This research employed a descriptive qualitative method with a case study design, using data collection techniques such as in-depth interviews, field observations, and document analysis. The findings show that a combination of preventive, collaborative, and supportive strategies is effective in building a safe, inclusive school environment and fostering students' holistic character development. This effectiveness is supported by systematic approaches such as daily pledges, early-year assessments, a house system, and the integration of religious values into the learning process, which help establish a positive school culture and strengthen peer relationships. Mandatory extracurricular programs and active parental involvement through parenting activities and the E-Bukpeng application further enhance bullying prevention efforts. Bullying cases are addressed in stages using a restorative approach, supported by sharing sessions and home visits to aid students' emotional recovery. The study concludes that optimizing anti-bullying programs based on religious values and family participation has proven effective in fostering a more positive and inclusive learning climate in Islamic elementary schools.
Integrating Indigenous Learning through an Ethnopedagogical Perspective in Elementary Schools: A Systematic Literature Review Hikmah Syafiulia, Sabila; Mahendra Wasita Aji, Styo; Salsabiltisa De Side, Joeang
EduStream: Jurnal Pendidikan Dasar Vol 9 No 1 (2025): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v9n1.p27-36

Abstract

Indonesia possesses a rich diversity of cultures and local knowledge that can significantly enrich educational practices in elementary schools. However, these local values are often overlooked in formal education, despite their potential to strengthen cultural identity and promote social justice. This study aims to explore the definition, impact, and research gaps related to Indigenous Learning (IL) within the context of ethnopedagogy in elementary education. The method employed is a Systematic Literature Review (SLR) guided by PRISMA, based on an analysis of 18 Scopus-indexed articles published between 2021 and 2025. The results indicate that IL promotes social learning, community participation, and inclusive educational practices that enhance students’ academic outcomes and preserve cultural authenticity. Furthermore, the study finds that the role of local leadership in the education system needs to be further investigated to support culturally responsive education. Thus, IL offers valuable insights for elementary school educators in implementing inclusive teaching approaches and in strengthening students’ resilience and cultural identity. In conclusion, the integration of local wisdom-based learning through an ethnopedagogical perspective is highly relevant and strategic for building elementary education that is culturally rooted, socially just, and adaptive to future challenges.
Exploration of STEAM learning in Nigeria and Indonesia for primary school student Israel Olaofe, Abayomi; Hadi Wibowo, Amiruddin
EduStream: Jurnal Pendidikan Dasar Vol 9 No 1 (2025): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v9n1.p37-47

Abstract

In the era of the industrial revolution 4.0, the STEAM learning approach is very important to form a generation that is not only academically intelligent but also creative, collaborative, and adaptive since elementary school level. However, the implementation of STEAM learning in developing countries such as Nigeria and Indonesia still faces various challenges, ranging from limited resources, teacher readiness, to suboptimal policy support. This study aims to explore in depth the experiences of teachers, the learning strategies applied, and the obstacles they face in implementing the STEAM approach in elementary schools in both countries. This study uses a descriptive qualitative approach with data collection techniques through in-depth interviews with teachers and principals who are actively involved in STEAM learning practices. Data were analyzed using NVivo software to identify key themes that emerged from informant narratives. The results of the study indicate that teachers in Nigeria and Indonesia have begun to implement STEAM contextually with a project-based approach, but its implementation is still limited due to lack of training, limited media and learning aids, and school policies that do not fully support it. In conclusion, the success of STEAM implementation in primary schools is highly dependent on strengthening teacher capacity through ongoing training, provision of learning resources relevant to the local context, and support from an education system that is adaptive to the needs of cross-disciplinary learning in developing countries.
STEAM learning through yapılandırmacı yaklaşım (constructivist approach): A descriptive study in Turkey elementary schools Rahman, Delfi Ikhlasiah; Yusmaliana, Desfa
EduStream: Jurnal Pendidikan Dasar Vol 9 No 1 (2025): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v9n1.p94-104

Abstract

This study aims to describe the implementation of the constructivist approach (Yapılandırmacı Yaklaşım) in STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning in Turkey elementary schools. The study used descriptive qualitative method, involving an in-depth, semi-structured interview with one primary school teacher in Antalya. Data were collected through a literature study and the interview and analyzed using the Miles and Huberman interactive model of analysis. To support the data management, coding, and theme categorization process, NVivo software was utilized, which helped in systematically visualizing the relationships between themes. The findings of this study show that the constructivist approach has been formally adopted in the Turkey national curriculum since 2004 and supports student-centered learning. However, its implementation is not always consistent due to problems such as the characteristics of the subject matter, time limitations, and variations in teacher readiness. Furthermore, STEAM learning is not yet widely known or implemented in state elementary schools, whereas private schools is more well prepared in terms of facilities and curricular flexibility. The result of NVivo visualization clarifies that the integration of STEAM and constructivism is theoretically highly relevant for improving student engagement, creativity, and problem-solving, but at the implementation level, it still requires strengthening teacher capacity, educational policy support, and reforms in teacher education curricula. Therefore, the study concludes that the success of constructivism- based STEAM learning is highly dependent on systemic readiness, which encompasses teacher training, policy support, and the provision of adequate facilities.
PENERAPAN MODEL PROBLEM BASED LERANING (PBL) BERBANTUAN MIND MAPPING PADA MATERI ENERGI UNTUK MENINGKATKAN HASIL BELAJAR IPAS KELAS IV SDN 2 JAMBEWANGI, BANYUWANGI Rahmawati, Nadia Putri; Nuriman, Nuriman; Wardoyo, Arik Aguk; Bayu Setiawan, Ahmad
EduStream: Jurnal Pendidikan Dasar Vol 9 No 2 (2025): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v9n2.p113-127

Abstract

This study employed a classroom action research design to improve students’ learning outcomes in science and social studies through the integration of the Problem-Based Learning (PBL) model supported by a mind-mapping strategy. The research consisted of two cycles, each comprising four stages: planning, action, observation, and reflection. Data were collected through learning outcome tests and observation of student activities. The development of test instruments involved expert validation, empirical validity testing, reliability analysis, difficulty index analysis, and discrimination index analysis. The findings revealed that students’ cognitive achievement in the pre-cycle was still below the expected mastery criteria, with an average score of 68.88. After the implementation of PBL assisted by mind mapping in Cycle I, the average score increased to 76.94, followed by further improvement in Cycle II, reaching an average score of 81.38. Observation results also demonstrated progressive enhancement in classroom learning behaviour, including enthusiasm, activeness in questioning, collaboration, confidence during presentations, ability to construct mind maps, and time management. Overall, the results indicate that the integration of PBL and mind-mapping strategies effectively enhances student learning outcomes by strengthening problem-solving engagement and supporting structured cognitive processing throughout the learning activities.
English English Muhammad Ilyas, Azmi; Dewi Nirmala, Sri; Bolanle Raji-Ellams, Zaynab
EduStream: Jurnal Pendidikan Dasar Vol 9 No 2 (2025): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v9n2.p128-140

Abstract

A decline in elementary student’s self-efficacy has become increasingly visible in recent years, which caused learning loss and reduced student’s confidence in completing academic tasks independently. Strengthening self-efficacy is essential because it influences participation, persistence, and achievement. This study investigates the effectiveness of the Discovery Learning model in improving student’s self-efficacy in elementary science learning. A descriptive qualitative approach supported by descriptive quantitative data was employed, involving 47 sixth-grade students across three learning sessions designed according to the Discovery Learning stages. Data were collected through participatory classroom observation, a Likert-scale self-efficacy questionnaire administered before and after learning, unstructured interviews, and field notes. Observation results showed a progressive increase in self-efficacy across learning stages, particularly during phases requiring investigation, discussion, verification, and presentation. Questionnaire results indicated an average improvement of 23 percentage points across five self-efficacy indicators, with the highest gains in social interaction ability and willingness to take risks. Interview data confirmed that students felt more confident due to meaningful field experiences, peer support, and opportunities to present findings. Triangulated data suggest that Discovery Learning effectively enhances elementary student’s self-efficacy by providing direct and socially interactive learning experiences. These findings highlight the potential of Discovery Learning as a pedagogical model to reinforce confidence and independence in science learning.
Fostering reading literacy in transnational education: Practices and challenges at Indonesian overseas schools in the Philippines Izzah, Navisatul; Tiara Riski, Yunia; Suprapto, Yuni
EduStream: Jurnal Pendidikan Dasar Vol 9 No 2 (2025): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v9n2.p141-157

Abstract

This study aims to examine the implementation of reading literacy practices at Indonesian Overseas Schools (SILN) in the Philippines to understand strategies, outcomes, and challenges in a transnational context. The study is grounded in behaviorist, constructivist, and 21st-century literacy theories to frame the adaptation of national literacy policies in multicultural settings. An exploratory qualitative approach was used, involving semi-structured interviews with four teachers and two students and analyzed through Miles and Huberman’s model and NVivo thematic coding. Findings reveal that structured programs such as DEAR, reading journals, and creative literacy products effectively foster reading habits, despite challenges like limited Indonesian proficiency, resources, and home support. NVivo analysis identified key themes including daily reading routines, personalized teaching strategies, digital integration, and student engagement. Results suggest the need for inclusive, data-driven literacy policies, resource diversification, and teacher training tailored for transnational Indonesian education contexts. This study contributes novel insights into literacy policy adaptation in diaspora schools, emphasizing cultural diplomacy and contextualized literacy strategies abroad.
Elementary school teacher’s perceptions of stem-based performance assessment across urban and rural contexts Nabillah, Tiani; Hamdu, Ghullam; Ramadhani Putri, Agnestasia
EduStream: Jurnal Pendidikan Dasar Vol 9 No 2 (2025): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v9n2.p189-201

Abstract

This study aims to analyze elementary school teacher’s perceptions of the use of This study investigates elementary teacher’s perceptions of STEM based performance assessment and examines how these perceptions vary between urban and rural school settings. The study adopts a descriptive mixed methods design in which quantitative survey findings serve as the main source of analysis and qualitative input is used to clarify contextual differences across geographical locations. A total of 52 teachers completed a 12 item questionnaire measuring awareness, familiarity, and fluency, followed by short interviews with a purposive sample to explore the reasons behind emerging patterns. The results show that all three aspects fall within the high category, indicating that teachers view STEM based performance assessment as valuable for supporting critical thinking, creativity, collaboration, and problem solving. Fluency receives the highest mean score, suggesting that many teachers feel reasonably confident implementing STEM assessment, although the qualitative data reveal gaps in rubric design and project based assessment skills. The comparison across locations shows that rural teachers consistently report higher perceptions than urban teachers. Rural teachers describe more contextual and community oriented experiences, while urban teachers highlight administrative barriers and limited access to technical training. The findings underscore the need for professional development that is sensitive to geographical conditions and supports teachers in designing authentic, integrated STEM performance assessments.
Optimizing social skills of elementary school students through cooperative and collaborative learning approaches Supratman, Supratman; Mariani Ramlan, Andi; Ode Sirad, La; Bonyah, Ebenezer
EduStream: Jurnal Pendidikan Dasar Vol 9 No 2 (2025): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v9n2.p202-213

Abstract

This study explores the implementation of cooperative and collaborative learning in a fourth grade elementary classroom and its contribution to optimizing students social skills. The research employed a descriptive qualitative approach with a case study design. The participants were 25 fourth grade students with diverse academic abilities and backgrounds, supported by the classroom teacher as a key informant. Data were collected through participatory observation, in depth interviews, and limited documentation. The observation focused on group learning activities that reflected cooperation and collaboration, including task distribution, peer discussion, idea exchange, and shared decision making. Data analysis followed the Miles and Huberman qualitative analysis model, covering data reduction, data display, and conclusion drawing. The findings indicate that cooperative learning helped students develop responsibility and structured teamwork through clear roles and individual accountability. Collaborative learning supported the growth of communication skills by encouraging open discussion and active participation. Interview results showed that students felt more comfortable asking questions, sharing opinions, and working with peers during group learning activities. Teachers also reported positive changes in student engagement and social interaction patterns. These results suggest that integrating cooperative and collaborative learning within one learning process supports the development of students social skills in a meaningful classroom context.
Artificial intelligence applications for improving educational quality in elementary schools: A systematic literature review Andina Putri, Briliana; Rachmawati Zahra, Elza; Nur’ Aeni, Sagita; Akhir Riwanto, Mawan
EduStream: Jurnal Pendidikan Dasar Vol 9 No 2 (2025): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v9n2.p231-244

Abstract

Elementary school education plays a fundamental role in developing students’ basic skills and competencies, yet it continues to face increasing challenges related to diverse learner needs, instructional quality, and the growing demands of digital transformation. In this context, the rapid advancement of artificial intelligence (AI) offers promising opportunities to enhance learning quality through personalized instruction, adaptive learning systems, and improved instructional efficiency. This study aims to examine the use of artificial intelligence in improving the quality of education at the elementary school level and to analyze its implications for both teachers and students. This study employed a systematic literature review (SLR) approach by analyzing relevant studies published between 2020 and 2025 and retrieved from Google Scholar. A structured screening and selection process was conducted based on predefined inclusion and exclusion criteria, resulting in ten studies selected for in-depth analysis. The selected articles were analyzed using qualitative content analysis to identify patterns related to AI implementation, pedagogical impacts, and challenges in elementary education contexts. The findings indicate that AI in elementary education is predominantly utilized as a pedagogical support tool rather than as a substitute for teachers. The integration of AI contributes to improvements in students’ cognitive understanding, learning motivation, engagement, and instructional differentiation. Additionally, AI supports teachers by providing rapid feedback, enhancing instructional efficiency, and assisting in the delivery of complex learning materials. However, the impacts reported in the reviewed studies tend to be incremental and short-term, with limited empirical evidence demonstrating long-term or transformational effects on learning outcomes. Furthermore, the successful implementation of AI is strongly influenced by teacher readiness, pedagogical competence, and institutional support. Issues related to AI literacy, ethical considerations, and human–AI interaction at the elementary school level remain insufficiently explored. This study concludes that while AI holds significant potential to improve the quality of elementary education, its sustainable and meaningful integration requires strengthened teacher capacity, supportive institutional frameworks, and further research employing longitudinal and experimental designs.

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