Bridging National Policy And Local Realities: A Mixed-Methods Analysis Of Early Childhood Literacy And Numeracy Implementation In Indonesia

Abstract

Background: Early numeracy is important for human capital development and is a national educational priority in Indonesia. This study investigates implementing the early literacy–numeracy policy for 2024 in West Nusa Tenggara/Nusa Tenggara Barat (NTB) and aims to identify barriers to such an implementation, as well as to design a locally contextualized technology-supported learning model. Methods: This study was conducted using a concurrent mixed-methods design, including a policy review, teacher–parent surveys (n = 662), 15 semi-structured interviews, three focus group discussions, and one pilot intervention in urban, rural, and remote ECE centers. The local breadth of policy varied considerably; execution might be restricted in the tropical Sumbawa area by an absence of instructors, inadequacy of resources, and poverty (despite strong local parental responsibility). We piloted the LENTAS model that integrated local wisdom, offline-first edtech parenting techniques, and structured parental engagement with teacher mentoring. At the most deprived site, the percentage of answers meeting 10 established criteria increased from about 50% to 80%. Policy impacts are greatest, and early numeracy results more equitable, if policies acknowledge the importance of ongoing professional development, contextual relevance, adequate learning materials and resources, and strong family–community partnerships.