IMPLEMENTING STEAM EDUCATION THROUGH LOOSE PARTS TO FOSTER COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD A QUALITATIVE STUDY AT PAUDIT DURRATUL ISLAM MAGELANG

Abstract

This study examines how STEAM education using loose parts was implemented to support the cognitive development of children aged four to five years at PAUDIT Durratul Islam, Magelang. The study was motivated by the need for learning strategies that provide young children with opportunities to explore, create, question, and solve problems through direct experiences rather than relying mainly on teacher-directed activities or worksheets. A descriptive qualitative approach was employed, involving the principal, teachers, parents, and twenty children from Group A. Data were collected through participatory observation, in-depth interviews, and documentation of learning activities and children’s work. The data were analyzed through data condensation, data display, and conclusion drawing, while the credibility of the findings was strengthened through source and technique triangulation. The findings indicate that STEAM learning with loose parts was implemented through contextual project activities that integrated observation, classification, construction, artistic creation, counting, and reflection. Children demonstrated greater curiosity, logical reasoning, problem-solving ability, independence, and creative expression during the learning process. The study suggests that loose parts can function as meaningful and flexible learning media for early childhood STEAM education when supported by careful teacher planning, open-ended questioning, safe material selection, and parental involvement. 

Keywords: STEAM; Loose parts; Cognitive development; Early childhood; qualitative study