IMPLEMENTING THE TRIPLE A APPROACH TO SUPPORT EARLY LITERACY AND NUMERACY AT SDN MARGOREJO I/403 SURABAYA
DOI:
https://doi.org/10.36456/inventa.10.2.a11971Keywords:
tripel A, Asih, Asah, dan Asuh, Early literacy, early numeracy, school–family collaboration, primary educationAbstract
This study describes the implementation of Educare Marsa, a school-based literacy and numeracy support program grounded in the Triple A approach (Asih, Asah, and Asuh), at SDN Margorejo I/403 Surabaya, Indonesia. Using a qualitative descriptive approach to educational program evaluation, the study examined the diagnostic assessment, planning, ongoing monitoring, and final assessment procedures for Phase A and Phase B pupils identified by their teachers as requiring additional foundational-skills support. Asih emphasized emotional reassurance, Asah provided progressively structured instruction, and Asuh fostered sustained school–family guidance. At the end of the 2026 assessment period, 24 of 29 Phase A pupils (approximately 83%) met the reported two-syllable reading target, and alphabet recognition was reported at 100%; approximately 75% of Phase B pupils were reported to comprehend more complex texts and follow instructions independently. The school also described improvements in writing, basic numeracy, learner confidence, and parent–teacher communication. These descriptive outcomes suggest that an integrated academic, relational, and family-support model is feasible within the school setting; however, the available documentation does not establish that the program alone caused the observed changes
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