Needs Analysis for Developing Contextual Early Literacy Transition Learning Model in Indonesia
Gemala Ranti, Hapidin, Elindra Yetti

Sekolah Pascasarjana, Universitas Negeri Jakarta, Jakarta, Indonesia

Abstract

The transition from preschool to primary school represents a critical phase in the development of early literacy- however, it is often dominated by technical and mechanistic instructional practices that limit meaningful learning experiences. This study aims to examine the pedagogical needs underlying the development of a contextual early literacy transition model in an Indonesian early childhood education context. Employing a qualitative needs analysis design as part of a Research and Development framework, data were collected through in-depth interviews with five teachers in an early childhood setting in East Jakarta. The findings reveal three major patterns. First, early literacy practices are predominantly oriented toward technical skills through activities such as letter copying, worksheet completion, and isolated drills. Second, play-based and socially mediated literacy experiences are not systematically integrated into classroom practice. Third, teachers expressed a strong need for contextual and meaningful literacy approaches, including the use of print-rich environments and real-life learning contexts. These findings indicate a clear gap between existing practices and developmentally appropriate literacy principles. The study highlights the need for a contextual and holistic transition learning model that integrates play, social interaction, and meaningful experiences. This study provides an empirical foundation for developing a contextual early literacy transition model.

Keywords: early literacy- contextual learning- transition education- sociocultural learning- early childhood education

Topic: Media literacy Ethics Sociology History (MESH) Learning