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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 164 Documents
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Intergenerational learning in the Baduy community: Family literacy through an intergenerational learning approach Dadan Darmawan; Indra Sudrajat; Dyah Permata Sari; Nisa Nursundanis Multisuandi
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.p224-234

Abstract

Research on intergenerational learning and family literacy has expanded considerably over recent decades. However, these fields have largely developed independently, particularly within Indigenous communities where knowledge transmission occurs through cultural participation rather than formal educational institutions. This study aims to examine how intergenerational learning contributes to the formation of family literacy within the Baduy community and to develop a culturally grounded understanding of literacy based on Indigenous learning practices. An ethnographic approach was employed in the Baduy community of Kanekes Village, Lebak Regency, Banten Province, Indonesia. Data were collected through in-depth interviews, participant observation, and documentation involving customary leaders, parents, and children. Data analysis followed Spradley’s ethnographic framework, including domain, taxonomic, componential, and cultural theme analysis. The findings indicate that intergenerational learning serves as the primary mechanism for transmitting knowledge, practical skills, cultural values, and social norms across generations through observation, participation, imitation, and oral communication. Family literacy is embedded in cultural participation, oral traditions, symbolic communication, and experiential learning rather than solely in text-based practices. In conclusion, family literacy in the Baduy community is formed through culturally embedded intergenerational learning processes that sustain local knowledge and cultural identity. This study contributes by integrating intergenerational learning and family literacy into a unified analytical framework and highlights the importance of families and communities as central sites of lifelong learning within Indigenous contexts.
Enhancing students’ problem-solving skills through the hops model: Evidence of practicality and effectiveness Abdul Ghofur; Budi Jatmiko; I Gusti Made Sanjaya; Mintohari Mintohari; Delfia Ikhlasiah Rahman
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.p122-134

Abstract

This study highlights the weak mastery of problem-solving skills among students. This issue occurs because established learning models, such as PBL, still have gaps that need to be addressed in training those skills. Efforts to fill this research gap are carried out through the development of a learning model. The objective is to examine the practicality and effectiveness of the Heuristic Oriented Problem Solving (HOPS) model in enhancing the problem-solving skills of students in elementary teacher education programs. The study employed a pre-experimental design using a one-group pretest-posttest approach involving 47 students from two randomly selected classes at a university in Surabaya. Data were collected through observation sheets, problem-solving tests, and student response questionnaires. The results indicate that the HOPS model is highly practical, as reflected by an average implementation score of 3.99 (very good category). Its effectiveness is supported by four findings: (1) an average N-Gain score of 0.87, categorized as "high," indicating substantial improvement in students' problem-solving skills; (2) a significant difference between pretest and posttest scores based on the paired t-test (p < 0.05) with a strong effect size (d = 4.61); (3) no significant difference between the two classes based on the independent t-test (p > 0.05), indicating consistent improvement; and (4) highly positive student responses ranging from 91% to 97%, categorized as "very effective." In conclusion, the HOPS model is both practical and effective in improving problem-solving skills and can serve as an alternative instructional model in higher education contexts. The implication is that the HOPS model has the potential to enhance problem-solving skills for students in elementary teacher education programs in various science-related courses.
Connecting the dots: Science and mathematics knowledge as predictors of stem education conceptions in preservice primary teachers Agustiningsih Slamin; I Ketut Mahardika; Singgih Bektiarso; Nuriman Nuriman
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.p235-246

Abstract

Science, technology, engineering, and mathematics (STEM) education is an interdisciplinary approach that has gained global recognition for its potential to develop higher-order thinking and practical skills to address real-world challenges. In the context of teacher preparation, STEM education is particularly important for preservice primary school teachers who are expected to develop meaningful and integrated learning experiences in the classroom. However, limited research has examined how science content knowledge (SCK) and mathematics content knowledge (MCK) shape preservice teachers’ conceptions of STEM education, particularly in the Indonesian context. This research investigated the relationship between science content knowledge and mathematics content knowledge in relation to the preservice primary school teachers’ conceptions of STEM education. The survey method was used to collect data about science content knowledge, mathematics content knowledge, and STEM conceptualizations. A total of 139 preservice primary school teachers participated in this study. The data were analyzed using two way between-group analysis of variance (ANOVA) with IBM SPSS 25. These results suggest that strong disciplinary knowledge in science and mathematics forms an essential foundation for meaningful STEM understanding. The results indicate that science and mathematics content knowledge can influence preservice primary school teachers’ conceptions of STEM education. The study has important implications for teacher education, indicating that preservice teacher programs should strengthen disciplinary coursework while systematically integrating STEM pedagogy and interdisciplinary learning experiences to better prepare future teachers for effective STEM implementation in primary education.
Transfer Fonologis Bahasa Arab dalam Pembelajaran Bahasa Indonesia pada Mahasiswa Pemula di Mesir Shirly Rizki Kusumaningrum; Gatut Susanto; Radeni Sukma Indra Dewi; Han Han Ulumudin Ismail; Dustin Carrell Cowell
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.p247-254

Abstract

Teaching Indonesian in overseas elementary schools involves navigating multilingual realities rather than introducing a completely new language. At Sekolah Indonesia Cairo (SIC), students generally demonstrate functional proficiency in Indonesian as the language of instruction, while being consistently exposed to Arabic in their daily environment and English as an additional school subject. This study examines how cross-linguistic influence, particularly from Arabic, shapes students’ pronunciation and writing in Indonesian, and how these patterns can be meaningfully addressed in classroom practice. Using a mixed-methods approach, data were collected from 32 upper-grade students through speaking tasks, writing activities, classroom observations, and teacher interviews. The findings indicate that phonological variation occurs in systematic patterns, including consonant substitution, vowel shifts, epenthesis, and deletion. These patterns are closely related to orthographic representation, suggesting that students’ perception and production of sounds continue to shape their writing, even at relatively proficient levels. Rather than interpreting these patterns as signs of deficiency, this study positions them as part of a dynamic multilingual repertoire. From an ethnopedagogical perspective, the findings can be understood across linguistic, pedagogical, and cultural dimensions, highlighting the importance of integrating students’ linguistic patterns, learning processes, and cultural backgrounds into classroom instruction. By designing learning activities that connect pronunciation, writing, and meaningful cultural practices, teachers can support more adaptive and context-sensitive language use. This study offers practical insights for Indonesian language teaching in multilingual elementary classrooms.

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