Implementation Of Loose Parts-Based Manipulative Media In Learning Activities At TK Negeri Pembina Kupang

Abstract

Background: Loose parts-based manipulative media offer flexible and creative learning resources that encourage children to explore, construct, and express ideas through hands-on experiences in early childhood education. Although these media have been widely introduced to stimulate children’s development, their implementation still faces challenges related to learning organization, children’s active involvement, and the ability of teachers to facilitate meaningful play experiences. Objective: This study aimed to examine the implementation of loose parts-based manipulative media in learning activities by identifying teachers’ preparation, learning processes, and children’s responses at TK Negeri Pembina Kupang. Method: This study used a qualitative descriptive research design. Data were obtained through observation of learning activities, semi-structured interviews with teachers, and analysis of learning documentation. The participants involved one early childhood education teacher and children aged 4–5 years. Data analysis followed the Miles and Huberman interactive model, including data condensation, data presentation, and conclusion formulation. Data validity was strengthened through triangulation of sources and methods. Results: The study showed that teachers implemented loose parts-based manipulative media by preparing various natural and recycled materials, designing exploration-based activities, and creating opportunities for children to engage in independent discovery. The use of loose parts encouraged children to participate actively, demonstrate creativity, communicate with peers, and develop problem-solving abilities during learning activities. However, several children still experienced difficulties in organizing materials, completing tasks independently, and maintaining focus without teacher assistance. Continuous guidance and structured learning instructions were needed to optimize children’s involvement. Novelty: This study emphasizes the role of learning design and teacher facilitation as determining factors in maximizing the educational value of loose parts-based manipulative media in kindergarten settings. Conclusion: Loose parts-based manipulative media provide valuable opportunities for active, creative, and contextual learning. Effective implementation requires well-prepared teachers, appropriate activity designs, and consistent support to strengthen children’s independence and developmental progress.