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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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Teacher competence in the use of music learning media in primary schools Resa Respati; Anggit Merliana; Riefki Fiestawa; Rosarina Giyartini; Nindi Citra Setia Dewi
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.p110-121

Abstract

Teacher competence is an important factor in optimizing the use of instructional media to create meaningful musical experiences for students, particularly among classroom teachers who do not have a formal educational background in music but are still responsible for teaching music. This study aims to analyze the influence of elementary school teachers’ competence on the use of music learning media. This research employs an explanatory quantitative approach involving a sample of 271 elementary school teachers from five regions in West Java Province, namely Tasikmalaya, Ciamis, Banjar, Garut, and Pangandaran, selected through stratified random sampling. Data were collected using a Likert-scale questionnaire (reliability α = 0.648 for teacher competence and α = 0.874 for media use) and analyzed using simple linear regression. The results indicate a positive and significant effect of teacher competence on the use of music learning media, with a significance value of 0.000 (< 0.05) and a coefficient of determination (R²) of 0.443. This finding shows that teacher competence explains 44.3% of the variation in the use of learning media. The higher the level of teacher competence, the more effective the use of instructional media becomes. Therefore, strengthening teachers’ professional and pedagogical competence is a key factor in improving the quality and effectiveness of music learning in elementary schools
Deep Learning sebagai Solusi Inovatif untuk Mengatasi Tantangan Literasi dan Numerasi di Sekolah Dasar Yulia Santi; Abdul Halim bin Masnan; Riandi Marisa
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.p67-86

Abstract

Low literacy and numeracy achievement among Indonesian elementary school students remains a critical pedagogical challenge demanding systematic and contextual innovation. This study aims to analyze the implementation of the deep learning approach as an innovative solution to literacy and numeracy challenges. A qualitative methodology with a case study design was employed to enable in-depth exploration within real-life contexts. Participants consisted of one school principal, four teachers (Grades IV-VI), eight students, and three parents selected through purposive sampling. Data were collected through participatory observation, semi-structured in-depth interviews, and document analysis, and analyzed using Miles and Huberman's interactive model encompassing data reduction, data display, and iterative conclusion drawing. Trustworthiness was ensured through source and method triangulation alongside member checking. Findings reveal that the implementation of deep learning across three integrated stages mindful, meaningful, and joyful learning improved average literacy scores by 17 percentage points (from 62% to 79%) and numeracy by 16 percentage points (from 60% to 76%) over a three-month intervention period. Beyond quantitative gains, significant qualitative improvements were documented in student motivation, collaborative engagement, critical thinking, and academic self-confidence. Eighty-seven percent of teachers reported that this approach effectively facilitated the integration of digital technology in learning. This study concludes that deep learning constitutes a relevant, innovative, and replicable pedagogical strategy for addressing elementary-level literacy and numeracy challenges while simultaneously enhancing the quality of technology-integrated learning.
Development of the taneyan lanjheng puzzleas a medium to motivate madurese cultural learning in elementary school students M. Fadlillah; Mohammad Edy Nurtamam; Mujtahidin Mujtahidin; Dya Qurrota A'yun; Restu Mufanti
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.p99-107

Abstract

Madurese culture must continue to be preserved and introduced to children in schools. The most effective introduction of Madurese culture for children is through games. The purpose of this study is to develop the Tanean Lanjheng puzzle as a medium to motivate madurese cultural learning in elementary school students. This study used a research and development (R&D) method. The development stages include: research and information gathering, planning, initial product development, and initial field trials and revisions to the main product. Data analysis techniques in this research including: data reduction, data display, and conclusions. The results of the study are the Tanean Lanjheng puzzle consisting of 11 puzzle pieces containing various Madurese cultures in the form of traditional clothing, traditional food, and Madurese regional arts. The trial results show that the Tanean Lanjheng puzzle has good quality and is suitable for use as a medium to motivate madurese cultural learning in elementary school students. From the product feasibility test involving material experts and media experts, the average assessment score was 93%, while the average assessment score from students reached 87%. This means that the developed Tanean Lanjheng puzzle is very suitable for use. Tanean Lanjheng puzzles are unique compared to other learning media. The Tanean Lanjheng puzzle integrates various types of Madurese culture as a game-based learning medium so that it is more interesting and innovative.
Traditional games as warm-up activities in elementary physical education: A qualitative study of teachers’ perspectives Gugun Gunawan; Sumbara Hambali; Akhmad Sobarna; Mohd. Shariman Shafie
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.p169-182

Abstract

Warm-up activities in elementary physical education are often treated as routine preliminaries, even though they can shape students’ readiness, engagement, and early learning experience. Traditional games may offer a more enjoyable and culturally responsive alternative to conventional warm-up routines. This study explored elementary physical education teachers’ perspectives on the use of traditional games as warm-up activities. The study employed a qualitative descriptive design involving six elementary physical education teachers from public and private schools in Cimahi City, West Java, Indonesia. Data were collected from 26 to 30 April 2025 through non-participant lesson observations, semi-structured interviews, and document analysis. The data were analyzed thematically. Four interrelated themes were identified. First, teachers positioned traditional games as a structured part of the opening phase of the lesson rather than as incidental play. Second, teachers perceived traditional games as beneficial for both physical readiness and affective engagement because students appeared more enthusiastic, active, and willing to participate. Third, teachers attached pedagogical, social, and cultural value to traditional games because they were seen as supporting cooperation, discipline, sportsmanship, and cultural appreciation. Fourth, implementation was shaped by contextual constraints, including limited facilities, restricted lesson time, shared activity spaces, and students’ declining familiarity with traditional play. Across themes, teacher adaptability emerged as central to the successful use of game-based warm-ups. The findings suggest that traditional games can function as low-cost, culturally responsive, and educationally meaningful warm-up resources in elementary physical education.
Analyzing the role of social emotional learning principles in cultivating tolerance among elementary school Lisa Retnasari; Ella Kusuma Wardani; Suyitno Suyitno; Sulaiman Sulaiman; Fathurrohman Fathurrohman
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.p159-168

Abstract

Intolerance is a crucial issue that threatens social cohesion, especially in primary education environments, which is the foundation for character building. This study aims to analyze in depth the role of Social Emotional Learning (SEL) principles on the formation of students' attitudes of tolerance in elementary schools. The research approach used was a mixed methods approach with a sequential explanatory design. Quantitative data was collected through questionnaires distributed to 125 students, while qualitative data was obtained through focus group discussions (FGD) involving seven teachers. Quantitative data were analyzed using descriptive statistics to capture the level of SEL competency achievement, while qualitative data were analyzed thematically to identify patterns of SEL contribution. The research findings indicate variations in the achievement of SEL competencies; social awareness and self-awareness competencies are in the moderate category, while responsible decision-making competencies are in the low category. Further thematic analysis reveals four main contributions of SEL practices to tolerance, namely: (1) as a conflict management strategy, (2) internalized through the hidden curriculum, (3) formed through a habit-forming mechanism, and (4) facing pedagogical structural challenges. The implications of the research are in the form of a comprehensive SEL principles integration model, covering three fundamental aspects: strengthening teacher capacity, integrating.
Integration of linguistic principles in the implementation of the ELIGEN model in enrichment programs at inclusive schools Liza Murniviyanty; Dian Nuzulia Armariena
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.p183-193

Abstract

  The ELIGEN Model (Enrichment Learning for Gifted and Exceptional Needs) is designed as a flexible enrichment approach to address the diverse needs of gifted and exceptional students in inclusive classrooms. This study examines the systematic integration of linguistic principles phonology, morphology, syntax, semantics, and pragmatics into ELIGEN to support differentiated language learning. Using a descriptive qualitative method, data were collected through document analysis, classroom observations involving 3 verbally gifted students and 7 students with special needs, and interviews with 2 support teachers. The findings reveal that integrating linguistic elements enhances advanced literacy, metalinguistic awareness, and linguistic creativity among gifted students while providing structured scaffolding that supports learners with special needs. This approach enables both groups to engage in meaningful language use and develop deeper semantic understanding. This study contributes a structured yet flexible linguistically based enrichment framework within the ELIGEN model that integrates cognitive, linguistic, and social dimensions of learning. The framework offers a practical and replicable approach to differentiated language instruction, advancing inclusive education beyond traditional ability-based models toward a more integrative paradigm.
Opportunities and challenges of implementing ecoliteracy in Indonesian elementary schools: A systematic review Reni Marlina; Sekar Purbarini Kawuryan; Ujang Sugara; Kadek Putri Yamayanti; Gerawati Krismonika
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.p135-148

Abstract

The ecological crisis is a matter of concern for everyone and cannot be ignored. To address the ecological crisis, ecological literacy is being considered for teaching children as early as elementary school. Ecoliteracy is crucial from the elementary education level, as it lays the foundation for future life. However, to date, there has been no clear picture of the appropriate implementation of ecoliteracy in the context of elementary education in Indonesia, as well as the opportunities and challenges that may arise in the future. This study aims to identify the opportunities and challenges of implementing ecoliteracy in elementary schools through the Systematic Literature Review (SLR) method of various Scopus-indexed articles published between 2020 and 2025. The findings indicate that ecoliteracy has significant potential for implementation in Indonesian elementary schools due to its flexibility, support from a wealth of natural resources, and the integration of local wisdom. Ecoliteracy implementation can be integrated through the Pancasila Student Profile Strengthening Project, nature-based learning activities, and cross-sector collaboration. Furthermore, the potential for cross-sector collaboration and the use of the surrounding environment as a living laboratory also enrich students' learning experiences. However, the main challenges lie in a weak culture of discipline, teachers' limited understanding of the holistic concept of ecoliteracy, and the absence of curriculum policies that explicitly prioritize ecoliteracy. Therefore, implementing ecoliteracy in Indonesian elementary schools requires consistent policy support, improved teacher competency, and strategic partnerships with various stakeholders to serve as the foundation for sustainable education in the future.
Pengembangan Kurikulum Adaptif Berbasis STEAM dengan Integrasi Kompetensi Karakter dan Kewarganegaraan untuk Sekolah Dasar Inklusif Hamidaturrohmah Hamidaturrohmah; Santi Andriyani; Kukuh Dwi Wijanarko; Noor Azizah; Azzah Nor Laila; Shukor Shanim Mohd Fauzi
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.p212-223

Abstract

The growing number of students with special needs in inclusive elementary schools necessitates the development of adaptive and flexible curricula that can accommodate diverse learning needs and support holistic development. This study aims to develop and evaluate the feasibility and practicality of a STEAM-based adaptive curriculum integrated with civic and character values in inclusive elementary education. This study employed a Research and Development (R&D) approach based on the ADDIE model, consisting of five phases: analysis, design, development, implementation, and evaluation. Data were gathered through questionnaires, interviews, classroom observations, and expert validation, involving students with diverse learning needs, including dyslexia, high-functioning autism spectrum disorder (ASD), and slow learning profiles. The developed curriculum includes adaptive learning objectives, contextual themes, STEAM-based project activities, differentiated instruction, and adaptive assessment aligned with Universal Design for Learning (UDL) principles. Civic and character values such as empathy, responsibility, cooperation, and self-confidence are systematically embedded in learning activities. The results of expert validation indicate that the curriculum is highly feasible, while teacher responses demonstrate its practicality and ease of implementation in inclusive classroom settings. These findings suggest that the developed curriculum provides a structured and accessible framework for inclusive student-centered learning and contributes to adaptive STEAM-based curriculum development with character integration. Further research is recommended to examine its effectiveness on student learning outcomes.
Cognitive navigation: A phenomenological study of prospective elementary school teachers’ experiences in managing cognitive overload in blended learning Faridl Musyadad; Kassymova Gulzhaina Kuralbayevna; Atika Dwi Evitasari; Garib Firman Buaga
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.p149-158

Abstract

The digital transformation in higher education has established blended learning as a permanent pedagogical paradigm, yet it has created a paradox in which instructional flexibility often leads to increased cognitive complexity for students. This study aims to explore the lived experiences of Elementary School Teacher Education students in navigating cognitive overload and to identify adaptive strategies employed to maintain learning effectiveness in a blended learning environment. Using a qualitative-phenomenological design, this study involved active students at IKIP PGRI Wates who had completed at least one semester of blended learning. Data were collected through semi-structured in-depth interviews and reflective learning journals, which were then analyzed using an inductive thematic approach. The findings reveal that cognitive overload is primarily triggered by fragmented instructional design, technical friction between platforms, and unmanaged dual task demands. These factors led to a degradation in the quality of cognitive processing, shifting students’ orientation from deep conceptual understanding toward a pragmatic, administrative focus. However, these findings also highlight the crucial role of Self-Regulated Learning as a metacognitive resilience mechanism that mitigates the impacts of mental fatigue and academic stress. This study concludes that cognitive overload in blended learning is a multidimensional phenomenon that requires coherent instructional synchronization and systematic support for students’ self-regulation. The practical implications of this study emphasize the need for platform standardization and the integration of metacognitive training as crucial navigational tools for prospective elementary school teachers to ensure their cognitive resilience in implementing learning technologies in the future.
Elementary students’ writing difficulties in Makassar: Patterns, challenges, and learning implications Tasrif Akib; Burhan Burhan; Arisa Darwis; Agung Rinaldy Malik; Zaqueu António Freitas
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.p194-211

Abstract

This study investigates elementary students’ writing difficulties in Makassar, Indonesia, using a convergent mixed-methods design. It responds to the need for contextually grounded evidence that not only maps students’ writing performance across analytic dimensions but also explains the classroom conditions shaping those patterns. Quantitative data were collected from 170 upper-elementary students through a classroom-based writing test assessed with an analytic rubric covering content development, organization, vocabulary use, sentence construction, and mechanics. Qualitative data were obtained through classroom observations and semi-structured interviews with 15 teachers. The findings revealed that students’ overall writing performance was moderate, with a total mean score of 66.00 (SD = 9.84). Most students were in the moderate category (60.0%), followed by the low category (22.9%) and the high category (17.1%). Dimensionally, students performed better in mechanics/spelling (M = 14.63, SD = 2.87) and vocabulary use (M = 14.11, SD = 2.94), while content development (M = 12.48, SD = 3.21) and sentence construction (M = 11.76, SD = 3.35) remained the most fragile areas. Writing performance also showed gradual improvement across grade levels. Qualitative findings identified four interrelated challenges: limited idea development, weak sentence construction and grammatical control, restricted opportunities for meaningful writing practice, and product-oriented assessment with limited feedback scaffolding. These findings indicate that students’ writing difficulties are shaped by both learner-level limitations and classroom instructional conditions. The study suggests the need for process-based writing pedagogy that strengthens idea elaboration, sentence-level support, sustained writing practice, and revision-oriented feedback.

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