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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 162 Documents
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Pengembangan Pop Up Book digital Budaya Daerahku Mata Pelajaran IPAS Kelas V Sekolah Dasar Nurul Fatmawati; Nugrananda Janattaka
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.p245-259

Abstract

Pop-up book digital media is a type of digital media that incorporates three-dimensional (3D) effects, helping learners enhance their overall understanding. The purpose of the study was to describe the development process, validity, and applicability of Pop-up book digital media. Using Research and development with the ADDIE model. The research subjects were fifth-grade students of elementary school students. The data collection technique used a questionnaire. Data analysis techniques using quantitative descriptive methods. The results of the research on the development of Digital Pop-up Book media on social studies for fifth grade students were carried out using the ADDIE model which includes Analyze (problem and needs analysis), Design (design of making Digital Pop-up Book media), Development (media validation and material validation), Implementation (small group and large group trials), Evaluation (revision of the Pop-up book digital media cover). The score of media validation results obtained a percentage of 94.16% with the category “very valid”. Material expert validation obtained a percentage of 92.5% in the “very valid” category. The applicability of Pop-up book digital media in small groups has a percentage of 85.76% and the results of large group trials obtained a percentage of 88.8% so as to obtain a “very good” category. Pop-up book digital media proved to be very valid and very good to help stimulate students in the learning process.
Enhancing Administrative Literacy and Bookkeeping Management in Urban Farming as a Contextual Learning Model for Prospective Elementary School Teachers Erni Suharini; Ervando Tommy Al-Hanif; Edi Kurniawan; Satya Budi Nugraha; Nasir Nayan; Nasir Nayan
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.p158-169

Abstract

This research seeks to strengthen administrative literacy and bookkeeping management within urban farming as a form of contextual learning for future elementary school teachers. The project evolved from a community engagement initiative conducted in Sampangan Village, Semarang City, with the Women Farmers Group (Kelompok Wanita Tani) Puspitasari serving as a case model for promoting food security through urban agriculture. A participatory training method was applied, involving lectures, group discussions, practical demonstrations, and guided mentoring. Data were obtained through pre- and post-training questionnaires and analyzed using descriptive statistics alongside paired sample t-tests. The findings indicated a notable enhancement in participants’ administrative and bookkeeping competencies, with the mean score rising from 65.15% (moderate) prior to the training to 82.70% (high) afterward. These results highlight that administrative literacy supported by systematic bookkeeping can function as an effective contextual learning framework for preservice elementary teachers by combining authentic problem-solving, environmental consciousness, and managerial abilities. Moreover, urban farming activities not only advance ecological awareness but also nurture critical thinking, collaboration, and entrepreneurial skills consistent with the Merdeka Belajar curriculum in primary teacher education. This approach presents a replicable model for teacher education programs seeking to integrate social, ecological, and managerial literacies into sustainable community-based learning. Furthermore, it offers practical guidance for embedding contextual, project-based experiences into preservice teacher curricula to strengthen professional readiness and community engagement.
Tracing Creative Thinking Patterns in Homogeneous Primary Student Groups during Collaborative Problem Posing Febriarsita Eka Sasmita; Wiryanto Wiryanto; Aslam Khan
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.p170-188

Abstract

Creative thinking is a vital ability that should be nurtured from the primary level, particularly through collaborative learning activities that engage students in mathematical problem posing. This study aims to investigate the patterns of creative thinking exhibited by primary school students working in homogeneous ability groups during collaborative problem-posing tasks. A qualitative descriptive approach was employed, with data collected through classroom observations, field notes, student-generated problem artifacts, and focus group discussions involving six fifth-grade student groups categorized as high-, medium-, and low-ability. The findings reveal distinct creative thinking patterns across ability groups shaped by internal group dynamics. High-ability groups demonstrated strong fluency in generating ideas but showed limited flexibility and novelty due to dominance by one or two members. Medium-ability groups exhibited more balanced participation, resulting in relatively stronger fluency and flexibility, though originality remained moderate. In contrast, low-ability groups displayed minimal indicators of creative thinking, characterized by passive participation and limited engagement. These results highlight a gap between students’ cognitive potential and their collaborative creative performance within homogeneous group settings. The study concludes that creative thinking in homogeneous ability groups is influenced not only by cognitive level but also by the quality of interaction and equitable participation, underscoring the crucial role of teacher facilitation in designing instructional supports that foster inclusive dialogue and creative collaboration.
Integrating digital technology in language learning for students with disabilities in elementary schools: A critical systematic review Adams Ogirima Onivehu; Satrio Wahyu Kencono; Amiruddin Hadi Wibowo; Romanda Annas Amrullah
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.p214-230

Abstract

This study aims to explore the integration of digital technology in language learning for students with disabilities in inclusive elementary schools. This study used systematic literature review published in the last ten years. The findings shows that iPad applications, digital-based games, and augmented reality are effective in improving reading, writing, and speaking skills for students with various disabilities, including autism, dyslexia, Down syndrome, ADHD, as well as hearing and visual impairments. Tools used include mobile applications, games, and audio-based software. This study emphasized the importance of ongoing teacher training and adequate infrastructure to optimize the use of technology in inclusive education. The results of this study have shown the evidence-based recommendations for more effective and inclusive technology integration practices in elementary schools, filling a gap in the literature regarding the role of technology in language learning for students with disabilities.
Literasi Digital, Budaya Membaca, dan Kesiapan Guru Sekolah Dasar terhadap Pembelajaran AI dan Coding: Studi Perbandingan Indonesia dan Malaysia. Desi Eka Pratiwi; Nurul Agustin; Suprihatien Suprihatien; Nataria Wahyuning Subayani
EduStream: Jurnal Pendidikan Dasar Vol 10 No 1 (2026): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v10n1.p19-30

Abstract

The transformation of twenty-first century education requires elementary school teachers to be well-prepared to integrate artificial intelligence (AI) and coding technologies into classroom practice. However, disparities in digital literacy and reading culture may influence teachers’ readiness across different national contexts. This study aims to examine the role of digital literacy and reading culture in shaping elementary school teachers’ readiness for AI- and coding-based learning through a comparative analysis of Indonesia and Malaysia. This study employed a qualitative approach with a comparative study design, combining a systematic literature review and in-depth interviews with expert informants. Secondary data were obtained from peer-reviewed journal articles, educational policy documents, ministry reports, and verified mass media sources. The findings reveal that digital literacy significantly enhances teachers’ capacity to design, implement, and evaluate AI- and coding-based instructional practices, while a strong reading culture supports teachers’ adaptability in responding to technological innovations. From a comparative perspective, Malaysia demonstrates a higher level of teacher readiness, supported by integrated digital literacy policies and continuous professional development programs. In contrast, Indonesia faces challenges related to digital infrastructure and unequal access to teacher training. These findings imply the need to strengthen digital literacy initiatives, foster technology-oriented reading cultures, and enhance cross-national policy collaboration to support teachers in implementing AI- and coding-based learning effectively. This study contributes to both theoretical and practical perspectives for policymakers and primary education practitioners in addressing the challenges of educational digital transformation.
How can male not be a teacher of pupils: Assessing stereotypes among teachers in primary school Abayomi Israel Olaofe; Yusuf Olayinka Shogbesan; Babajide Gboyega Abidogun; Zozonaebi Frederick; Wahyun Bardianing Panggalih; Muhammad Kalle Istighfar; Mira Fatasya Aulia
EduStream: Jurnal Pendidikan Dasar Vol 10 No 1 (2026): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v10n1.p1-18

Abstract

Male teachers remain considerably under-represented in primary education globally due to incessant socio-cultural stereotypes in the system of educating young children. This study assessed stereotypes among teachers regarding male involvement in early-years education. Using a quantitative design, the Early Years Teachers' Stereotype Scale (EYETESS) was administered to n-122 educators and parents. Results revealed that primary school teaching continues to be perceived as a female-oriented profession (77.1% agreement), with men facing social stigma, masculinity doubts, and fear of false accusations (85.3% agreement). Parental attitudes were ambivalent, while expressing general trust in male teachers, parents showed reluctance regarding actual care arrangements. Male educators experience social isolation as gender minorities, inadequate professional support, gendered role expectations (channelling men into physical/disciplinary roles), and barriers to career advancement. The study concludes that institutional prejudices, stereotypes, and the psychological burden of working in suspicion promote a cycle of discouragement debarring male teachers from entry and retention in the sector. The stereotype can be eliminated through social enlightenment campaigns, gender-balanced recruitment policy, and institutional support networks for male teachers.
Development of an eco-literacy based learning model to promote sustainable practices in elementary schools Suprayitno Suprayitno; Hitta Alfi Muhimmah; Nurhayati Mawaddah; Supriyanto Supriyanto; Syariffanor binti Hisman
EduStream: Jurnal Pendidikan Dasar Vol 10 No 1 (2026): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v10n1.p31-42

Abstract

This study addresses the limited integration of environmental sustainability and disaster preparedness in primary education, particularly in environmentally vulnerable coastal areas. It aims to develop and evaluate an integrated sustainability learning model implemented through the Sekolah Nyawiji Program. The study employed a research and development design using the define, design, develop, and disseminate stages. Data were collected through expert validation, user responses, and pre-test–post-test assessments.The results show that the model achieved high validity, with expert validation scores ranging from 3.50 to 4.00, indicating strong alignment between design and learning objectives. The model also demonstrated good practicality, reflected in high usability based on teacher and student responses. In terms of effectiveness, the model produced a high N-Gain score of 0.76, indicating substantial improvement in students’ learning outcomes. These findings demonstrate that contextual and place-based sustainability learning enhances ecological understanding, environmental responsibility, and disaster preparedness. The study concludes that integrating eco-literacy, responsible consumption, and coastal ecosystem awareness provides an effective and applicable framework for sustainability learning in primary education.
The effect of an ethnoscience-based e-module on elementary students’ scientific literacy Arie Widya Murni; Hikmah Luqiyah Kartikasari; Eviyanti Asmaul Kusnah; Muhammad Qasim Ali
EduStream: Jurnal Pendidikan Dasar Vol 10 No 1 (2026): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v10n1.p43-56

Abstract

Scientific literacy has become an urgent priority in contemporary science education due to declining learning outcomes after the COVID-19 pandemic and the growing demand for competency-based reform. At the elementary level, science instruction frequently emphasizes memorization rather than reasoning, inquiry, and contextual application, which may hinder the development of foundational scientific literacy. This study aimed to examine the effect of an ethnoscience-based electronic module on elementary students’ scientific literacy. A quantitative approach with a quasi-experimental pretest-posttest control group design was employed. The participants were 60 fifth-grade students from a public elementary school, selected through cluster sampling and divided into an experimental group and a control group. The experimental group learned through a structured ethnoscience-based electronic module integrating local cultural knowledge with formal scientific concepts, while the control group received conventional instruction. Data were collected using a validated and reliable scientific literacy test and analyzed using descriptive and inferential statistics. The results showed a statistically significant difference between groups, with the experimental group achieving moderate improvement (63%) compared to the low improvement of the control group (16%). The highest gain was found in interpreting data and evidence. These findings indicate that integrating cultural contextualization with structured digital learning design effectively enhances elementary students’ scientific literacy. The study concludes that ethnoscience-based digital learning materials can support literacy-oriented science instruction and strengthen foundational competencies in primary education.
Analysis of the profile of primary school teacher candidates' readiness in the context of teachers' professional competencies: Students' self-reflection Maria Melani Ika Susanti
EduStream: Jurnal Pendidikan Dasar Vol 10 No 1 (2026): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v10n1.p57-66

Abstract

The readiness of prospective teachers is a key factor in ensuring the quality of education at the elementary school level. However, the existing literature often places too much emphasis on the mastery of technical skills, while neglecting the internal professional identity that is formed through self-reflection. This study aims to analyze the readiness profile of prospective elementary school teachers within the framework of four professional competencies namely, the pedagogical, professional, personal, and social domains while identifying the subjective meaning of the teaching profession through students’ self-symbolization. A descriptive approach with a sequential explanatory mixed-methods design was employed. Quantitative data were collected from seventh-semester PGSD students via a validated 30-item Likert-scale questionnaire, followed by qualitative data collection through observation and narrative reflection. Quantitative results indicate a high level of readiness, with average scores of 4.03 for pedagogical competence, 4.14 for professional competence, and 4.20 for personal competence, while social competence achieved a very high score of 4.50. Qualitative findings reveal that students demonstrate readiness by applying innovative models such as PjBL and integrating digital tools based on HOTS. Additionally, symbolic reflections such as the coconut tree and the candle illustrate that students view teaching as a transformative calling that requires resilience and dedication. This study fills a research gap by linking standardized competency assessments with symbolic self-reflection. The findings suggest that teacher education institutions should integrate reflective practices into their curricula to strengthen professional identity beyond academic mastery. This study presents a new diagnostic framework for assessing teacher readiness through a combination of psychometric data and in-depth qualitative insights.
Integrating project-based learning and jigsaw to enhance teaching competence among pre-service non-formal educators for elementary learning contexts Desika Putri Mardiani; Sjafi'atul Mardliyah; Wiwin Yulianingsih; Danang Prastyo; Vany Fitria; Achmad Jalaludin Rumi
EduStream: Jurnal Pendidikan Dasar Vol 10 No 1 (2026): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v10n1.p87-98

Abstract

The objective of this study is to examine the effectiveness of integrating project-based learning (PJBL) and the Jigsaw cooperative strategy in improving the teaching competence of pre-service educators. Employing a quantitative experimental design, the research involved 80 undergraduate students enrolled in a Non-Formal Education Program, divided into 2 categories: an experimental group with PJBL-Jigsaw integration and a control group (conventional learning). Teaching competencies were assessed using a questionnaire validated through expert judgment and reliability testing (Cronbach’s alpha > 0.80), covering lesson planning, classroom management, instructional strategies, reflection, and evaluation. Paired-sample and independent-sample t-tests were used to analyze the data, complemented by effect size analysis (Cohen’s d). The results indicate a statistically substantial improvement in teaching competence in both groups; however, the experimental group demonstrated substantially greater mean score gains (increase of 32 points) compared to the control group (increase of 13 points). The effect size of the integrated PJBL-Jigsaw intervention was categorized as very large (d > 0.8). These findings confirm that integrating PJBL and Jigsaw strategies produces a strong and meaningful impact on the development of pedagogical competence among prospective educators. The study contributes empirical evidence supporting innovative, collaborative learning design in educator preparation.

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