







































 
 

  
 
  

EDUCATIO : Journal Of Education 
Volume 9 , Number 2, August 2024 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

 

  

The Influence of Loose-parts Media on Children's Fine Motor 

Skills  
 

Ummi Zahidah, Amir Hamzah, Indah Dwi Sartika, Muhamad Fauzi  

UIN Raden Fattah Palembang 

ummizahidah2517@gmail.com, amirhamzah_uin@radenfatah.ac.id, indahdwisartika@radenfatah.ac.id, 

muhamadfauzi_uin@radenfatah.ac.id   

 

Accepted: 
Jan 14th 2024 

Reviewed: 
May 18th 2024 

Published: 
August 28th 2024 

 

Abstract  
This study addresses the challenges in developing fine motor skills in children at RA Darussalam 

Menanti. Specific problems identified include: 1) certain children displaying rigidity and slowness 

in coordinating their eyes and hands during fine motor activities, 2) difficulties in creating forms 

using school-supplied materials, and 3) challenges in attaching images correctly on worksheets. 

The research aims to determine loose-part media's effect on Group B children's fine motor skills 

at RA Darussalam Menanti. This study employs a pre-experimental design with a One-Group Pre-

test and Post-test model. The sample comprises 15 children, including 10 boys and 5 girls. Data 

collection methods involve observation, testing, and documentation, while data analysis includes 

the Normality Test, Homogeneity Test, and Hypothesis Test. Results from pre-test and post-test 

assessments were analyzed using the t-test. The findings reveal that t = 37.04, with degrees of 

freedom (df) = 28 and a significance level of 0.025, yielding a t-table value of 2.145. Since t-count 

> t-table, the hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected, indicating that 

the use of loose-part media significantly impacts the fine motor skills of Group B children at RA 

Darussalam Menanti. 

  

Keywords: Picture storybooks, language development, children's listening skills, experimental study, 

Kasih Ibu KB. 

 

 By Authors 
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International 
License. 

 

Introduction 

Early Childhood Education (ECE) is defined as an educational stage before elementary 

education aimed at nurturing children from birth to six years old, facilitating physical and spiritual 

growth to prepare them for future education 1. This period is foundational, emphasizing the 

development of various domains, including motor skills (both fine and gross), cognitive, socio-

 
1 Peraturan Menteri Pendidikan dan Kebudayaan No. 146, 2014 

http://creativecommons.org/licenses/by-sa/4.0/
http://creativecommons.org/licenses/by-sa/4.0/


 
 

  
 
  

Volume 9, Number 1,  August 2024| 131 

 

  

emotional, spiritual, artistic, and linguistic growth. The development phase between the ages of 4-

6 is particularly critical as it contributes to overall human growth, with fine motor skills being one 

of the most essential aspects to be cultivated early on 2. ECE significantly influences the child's 

subsequent educational journey, necessitating targeted interventions to support physical, including 

fine motor, development. 

Fine motor skills consist of activities involving small muscle coordination, such as holding 

a pencil, using a spoon, or cutting with scissors. Achieving proficiency in fine motor skills requires 

more time than gross motor skills because these activities demand concentration, control, 

precision, and coordination among different muscle groups 3. The ability to coordinate the eyes 

and hands effectively is crucial for this developmental aspect. According to Susanto4, fine motor 

skills engage specific body parts such as the hands, eyes, and fingers, relying on the small muscles 

for precise, rapid, and skillful movements. Mulyani 5further states that fine motor skills involve the 

child’s ability to control and coordinate hand movements with agility, supported by eye-hand 

coordination, while the brain serves as the controlling agent 6. 

From these perspectives, the achievement indicators for fine motor skills in 5-6-year-old 

children include (1) effective eye-hand coordination, (2) the ability to create forms using media, 

and (3) dexterity in using fingers to produce accurate representations7. These indicators help 

measure the level of fine motor skill development and inform appropriate stimulation strategies. 

Previous research on loose-part media includes studies by Dewi et al. 8, who explored its 

impact on cognitive development, Leonia et al. 9, focusing on pre-writing skills, and Farida 
10examining creativity enhancement in early childhood. These studies underscore the versatility of 

loose-part media in supporting various developmental areas. Unlike prior research that centers on 

cognitive, pre-writing, or creative aspects, this study investigates the impact of loose-part media 

on fine motor skill development. 

Observations at RA Darussalam Menanti with a sample of 15 children aged 5-6 revealed 

suboptimal fine motor skills. The observed difficulties include: (1) some children displaying 

stiffness and slow eye-hand coordination during fine motor activities, evident from their coloring 

outside the lines on worksheets; (2) struggles in creating forms using school-provided materials, 

 
2 Dewi Rohiani, “Upaya Meningkatkan Kemampuan Fisik Motorik Halus Dan Seni (Mewarnai Gambar),” Jurnal 
Pendidikan Aura 12, no. 1 (2020): 79–87. 
3 Ni Made Yuliati, Asri Hente, and Nurmiati, “Meningkatkan Kemampuan Motorik Halus Anak Melalui Kegiatan 
Menghubungkan Titik Dengan Menggunakan Media Tulis Di Kelompok A Paud Al Musafir Palu Barat,” Jurnal 
Kolaboratif Sains 4, no. 2 (2021): 66–71. 
4 Ahmad Susanto, Perkembangan Anak Usia Dini, 2014. 
5 Novi Mulyani, Perkembangan Dasar Anak Usia Dini (Yogyakarta : Gava Media), 2018. 
6 Khodijah & Nurul Amelia, Perkembangan Fisik Motorik Anak Usia Dini (Jakarta : Kencana), 2020. 
7 Peraturan Menteri Pendidikan dan Kebudayaan No. 137, 2014 
8 Elfrida Rahma Valentina Dewi, Hibana Hibana, and Musyafa Ali, “Pengaruh Penggunaan Media Loose Parts 
Terhadap Perkembangan Kognitif Anak Usia Dini,” Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 7, no. 1 
(2023): 267–282. 
9 Rizqy Aisyah Leonia, Tutut Handayani, and Yecha Febrieanitha Putri, “Pengaruh Media Loose Part Terhadap 
Kemampuan Pra Menulis Anak Pada Kelompok B,” Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan dan 
Pembelajaran Anak Usia Dini 9, no. 2 (2022): 9–17. 
10 Azky Farida, “Penggunaan Media Loose Parts Untuk Mengembangkan Kreativitas Anak Usia” (2020): 32. 



 
 

  
 
  

Volume 9, Number 1,  August 2024| 132 

 

  

with repeated teacher assistance required; and (3) challenges in correctly pasting pictures on 

worksheets, indicating a need for ongoing guidance. The lack of diverse, engaging media 

contributes to the limited development of these skills. 

The underlying issues contributing to insufficient fine motor skill development are: (1) 

limited application of teaching methods incorporating educational media, often restricted to free 

coloring activities on worksheets; (2) inadequate opportunities for children to utilize surrounding 

media during learning activities, which could foster exploration and motor skill development; and 

(3) a lack of variety in fine motor activities, leading to decreased interest and motivation. 

To enhance fine motor skills, educators must implement effective teaching strategies, one 

of which involves using media that stimulate and engage children. Media such as loose-parts, which 

are easily accessible and cost-effective, provide an ideal solution 11. Loose-parts, including items 

like twigs, shells, recycled plastic, cardboard, and fabric, can be sourced with minimal expense and 

repurposed creatively. These materials are adaptable and manipulatable and foster new learning 

opportunities that stimulate children's creativity 12. 

Loose-part media, characterized by its open-ended nature, allows children to engage with 

their surroundings and develop fine motor skills through hands-on play. This method supports 

sensory exploration, enabling children to see and feel different textures and use their imagination 

to create unique works. Through play with loose-parts, children can explore their environment, 

learn about repurposing everyday objects, and develop the motor skills needed for academic 

success. 

Previous studies, such as those by Silfia Nita13, indicate that loose-part media effectively 

enhances fine motor skills. The research demonstrated that integrating loose-parts into classroom 

activities improved children’s motor skill proficiency, as shown by their ability to create crafts like 

flower vases. Field observations revealed that children were enthusiastic and engaged when 

interacting with loose-parts, indicating that this medium is a beneficial and enjoyable way to 

support motor development. 

 

Method 

This study employed a quantitative approach with a pre-experimental design. The research 

utilized a one-group pre-test and post-test format to assess the impact of loose-part media on fine 

motor skills. Activities during the pre-test and post-test phases included attaching origami paper 

to outlined patterns and creating collages using origami paper. In this design, the selected group 

of children received treatment using loose-part media to enhance their fine motor skills, with 

 
11 Andriyani Andriyani and Feerlie Moonthana Indhra, “Meningkatkan Kemampuan Motorik Halus Anak Dengan 
Menggunakan Media Loose Parts Pada Anak Kelompok B TK Tunas Inti Dusun Tebo Jaya Kecamatan Limbur 
Lubuk Mengkuang Kabupaten Bungo,” ALAYYA : Jurnal Pendidikan Islam Anak Usia Dini 2, no. 1 (2022): 1–23. 
12 Siti Maryam Hadiyanti, Elan Elan, and Taopik Rahman, “Analisis Media Loose Part Untuk Meningkatkan 
Kemampuan Motorik Halus Anak Usia Dini,” PAUDIA : Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini 
10, no. 2 (2021): 337–347. 
13 Purnama Rozak, “Penerapan Media Loose Part Dalam Kemampuan Motorik Halus Pada Anak Usia Dini,” Al-
Athfal 2, no. 1 (2021): 56–71. 



 
 

  
 
  

Volume 9, Number 1,  August 2024| 133 

 

  

observations conducted according to predetermined evaluation criteria. The goal was to identify 

the effect of loose-part media on the fine motor abilities of children at RA Darussalam Menanti. 

The sampling technique used in this study was purposive sampling, where specific criteria 

guided sample selection. The sample consisted of 15 children aged 5-6 years from RA Darussalam 

Menanti, chosen due to their suboptimal motor skill development. The selection criteria included 

children who exhibited stiffness and slow coordination between the eyes and hands, had low 

proficiency in creating crafts, and displayed challenges in performing fine motor activities 

accurately. The total population consisted of 35 children, from which the 15 participants were 

selected. The research was conducted during the 2023/2024 academic year in the second semester, 

spanning from initial observations to data collection in January and February 2024. 

Data collection techniques included tests, observation, and documentation. Observational 

methods were primarily employed, using observation sheets to record and assess children's 

activities. The tests aimed to evaluate the baseline and post-treatment fine motor skill 

development, focusing on activities such as attaching origami paper to images and creating 

collages. Documentation, such as photographs and assessment formats, supplemented data 

collection by providing visual evidence of the learning process. 

Data analysis in this study comprised validity and reliability tests, normality and homogeneity 

tests, and hypothesis testing using the t-test. The hypotheses were formulated as follows: 

• H0: There is no effect of loose-part media on the fine motor skills of children aged 5-6 

years at RA Darussalam Menanti. 

• Ha: There is an effect of loose-part media on the fine motor skills of Group B children at 

RA Darussalam Menanti. 

 

Results and Discussion 

The current study aimed to assess the impact of loose-part media on the fine motor skills 

of 5-6-year-old children at RA Darussalam Menanti. Data collection was conducted through pre-

test, treatment, and post-test phases involving 15 children. The instruments were first validated 

for reliability, confirming the robustness of the evaluation. 

 

Instrument Validation and Reliability 

The validity test using a product-moment formula at a 5% significance level demonstrated 

that all eight observation items were valid (rcount>rtabler_{\text{count}} > 

r_{\text{table}}rcount>rtable). The reliability, calculated using Cronbach's alpha, yielded 

rcount=0.791r_{\text{count}} = 0.791rcount=0.791, indicating that the instrument was reliable 

and strong. These findings supported the use of the instrument throughout the research process, 

aligning with established methodologies in early childhood education (Susanto, 2014). 

 

Pre-test and Post-test Analysis 

The analysis of pre-test scores revealed that fine motor skills varied among the children, 

with scores ranging from 24 to 32. The distribution showed that 13% of the children scored 

between 24-25, 7% scored 26-27, 33% scored 28-29, 20% scored 30-31, and 27% scored 32-33. 



 
 

  
 
  

Volume 9, Number 1,  August 2024| 134 

 

  

The post-test results highlighted a marked improvement: 53% of children scored between 49-50, 

13% scored 51-52, 13% scored 53-54, 13% scored 55-56, and 7% scored 57-58. This data 

underscores the significant progress made following the intervention. 

Diagram 1. Pre-test and Post-test Scores for Fine Motor Skills 

 
 

The substantial increase in post-test scores supports the effectiveness of loose-part media 

in enhancing fine motor skills. The homogeneity test results (Fcount=1.26F_{\text{count}} = 

1.26Fcount=1.26; Ftable=2.53F_{\text{table}} = 2.53Ftable=2.53) confirmed that the data sets 

were consistent, allowing for valid comparisons. 

The findings of this study align with the work of Febriyanti et al. 14, who explored the 

influence of loose-part media on fine motor skills in children aged 5-6 at PAUD Taam An Nuur 

Palembang. Their research showed a 22% increase in fine motor skills post-treatment, from a 

baseline average of 60% to 82%. Similarly, this study observed notable improvements in 

coordination and dexterity following the use of loose-part media. Febriyanti et al. concluded that 

the interactive and hands-on nature of loose-part media effectively engages children, enhancing 

their motor skill development through sensory exploration and creative manipulation. 

Farwati et al. 15also emphasized the importance of loose-part media in early childhood 

education, noting that these materials can be combined, modified, and repurposed, providing 

limitless possibilities for learning. Their findings corroborate the results of the current study, which 

demonstrated that children at RA Darussalam Menanti were more engaged and proactive in using 

their fine motor skills when presented with versatile materials such as wood, leaves, and stones. 

 
14 Syarwani Ahmad Febriyanti , Rahmah Novianti, “Pengaruh Media Loose Part Terhadap Perkembangan 
Motorik Halus Pada Anak Kelompok B Di PAUD Taam An Nuur Palembang Tahun 2023,” Jurnal Ilmiah Wahana 
Pendidikan 9, no. November (2023): 392–408. 
15 Ratna Farwati et al., “STEM Education Implementation in Indonesia: A Scoping Review,” International Journal 
of STEM Education for Sustainability 1, no. 1 (2021): 11–32. 

0

1

2

3

4

5

6

7

8

9

24-50 26-52 28-54 30-56 32-58

Pretest

Postest



 
 

  
 
  

Volume 9, Number 1,  August 2024| 135 

 

  

Moreover, Kasriyati et al. 16highlighted that loose-part media encourage children to respect 

and creatively utilize their environment, supporting both cognitive and motor development. This 

aligns with observations during the treatment phase of this study, where children displayed 

significant enthusiasm and creativity in manipulating the materials. The benefits of incorporating 

natural and recycled materials also align with findings by Yulianti Siantajani 17, who noted that 

using loose-parts engages the entire hand, fingers, and arm muscles, strengthening coordination 

and agility. 

The theoretical underpinning of this research draws from constructivist learning theories, 

which advocate for active, hands-on experiences as essential for young children's development 18. 

Loose-part media provide an open-ended learning environment where children can experiment, 

combine, and transform materials, fostering fine motor skills and enhancing cognitive flexibility. 

This aligns with the principles outlined by Hadiyanti et al. 19, who argue that these media types 

stimulate not only physical development but also problem-solving and imaginative play. 

Initial observations showed that children often struggled with tasks requiring precise 

coordination, such as attaching origami to patterns or creating shapes without assistance. This 

highlighted the existing gap in stimulation strategies at RA Darussalam Menanti, where 

conventional activities like coloring worksheets with crayons predominated. The use of loose-part 

media effectively addressed these challenges by providing opportunities for the children to engage 

in varied, stimulating tasks that activated their fine motor pathways. 

This study also supports the assertion by Refnawati and Yetti 20that targeted stimulation 

can significantly impact children's small muscle control and bilateral coordination. The observed 

improvements in this study, including more accurate eye-hand coordination, ability to form shapes, 

and enhanced dexterity, confirm that structured, hands-on interventions like those using loose-

parts are effective. 

The results underscore the potential of loose-part media as an effective tool for enhancing 

fine motor skills in young children. The intervention significantly improved coordination, 

dexterity, and task accuracy. These findings reinforce the importance of incorporating diverse and 

interactive teaching methods, supporting educators in delivering developmentally appropriate 

practices. 

Future studies could further explore the long-term impact of loose-part media on other 

developmental areas, such as cognitive and socio-emotional growth, and examine variations in 

effectiveness across different age groups and learning environments. 

 
16 Destina Kasriyati, Sri Wahyuni, and Reswita Reswita, “Pelatihan Perencanaan Dan Penerapan Media Loose 
Parts Dalam Pembelajaran Anak Usia Dini Bagi Guru PAUD Kecamatan Rumbai Pesisir,” Wahana Dedikasi : 
Jurnal PkM Ilmu Kependidikan 4, no. 2 (2021): 34. 
17 Yulianti Siantajani, Loose Part Material Lepasan Otentik Stimulasi PAUD (Semarang : PT Serang Seratus 
Aksara), 2021. 
18 Tania Stoltz, “Consciousness in Piaget: Possibilities of Understanding,” Psicologia: Reflexao e Critica, 2018. 
19 Hadiyanti, Elan, and Rahman, “Analisis Media Loose Part Untuk Meningkatkan Kemampuan Motorik Halus 
Anak Usia Dini.” 
20 Prima Refnawati and Rivda Yetti, “Stimulasi Guru Pada Motorik Halus Anak Di Taman Kanak-Kanak Pertiwi 3 
Kota Padang,” Jurnal Yaa Bunayya 5, no. 2 (2019): 22–30. 



 
 

  
 
  

Volume 9, Number 1,  August 2024| 136 

 

  

The results and comparisons with prior research affirm that loose-part media are not only 

feasible but also advantageous for promoting fine motor skills, offering a sustainable and creative 

approach to early childhood education. 

 

Conclusion 

The findings from this research demonstrate that the use of loose-part media can effectively 

enhance the fine motor skills of children aged 5-6 years. The pre-test results revealed an average 

score of 29, which increased to 52 in the post-test, indicating substantial improvement. Statistical 

analysis further supported these results, with a calculated ttt-value of 37.04 and degrees of freedom 

(df) = 28 at a significance level of 0.025, yielding a ttt-table value of 2.145. Since 

tcount>ttablet_{\text{count}} > t_{\text{table}}tcount>ttable, the hypothesis (Ha) was 

accepted, confirming a significant positive impact of loose-part media on the fine motor skills of 

Group B children at RA Darussalam Menanti. 

These results suggest that incorporating loose-part media into early childhood education 

effectively enhances fine motor development. This method provides children with engaging, 

hands-on experiences that stimulate the small muscles required for precision and coordination 

tasks. The significant improvement in eye-hand coordination, form-making, and dexterity 

observed in this study highlights the benefits of using accessible and flexible materials in teaching 

practices. 

The implications of this research underline the importance of innovative and diverse 

teaching methods that foster developmental growth in young children. Educators and practitioners 

should consider implementing loose-part media as part of their curriculum to support motor skill 

development. Future research could investigate the long-term effects of loose-part media on other 

developmental areas and evaluate its effectiveness across diverse educational settings and age 

groups. 

The use of loose-part media represents an effective, economical, and versatile approach to 

enhancing fine motor skills in early childhood education, providing significant support for 

educators aiming to optimize learning and developmental outcomes. 

 

Reference 

Amelia, Khodijah & Nurul. Perkembangan Fisik Motorik Anak Usia Dini (Jakarta : Kencana), 2020. 
Andriyani, Andriyani, and Feerlie Moonthana Indhra. “Meningkatkan Kemampuan Motorik Halus 

Anak Dengan Menggunakan Media Loose Parts Pada Anak Kelompok B TK Tunas Inti 

Dusun Tebo Jaya Kecamatan Limbur Lubuk Mengkuang Kabupaten Bungo.” ALAYYA : 
Jurnal Pendidikan Islam Anak Usia Dini 2, no. 1 (2022): 1–23. 

Farida, Azky. “Penggunaan Media Loose Parts Untuk Mengembangkan Kreativitas Anak Usia” 
(2020): 32. 

Farwati, Ratna, Kartika Metafisika, Indah Sari, Debora Suryani Sitinjak, Dian Farkhatus Solikha, 
and Solfarina Solfarina. “STEM Education Implementation in Indonesia: A Scoping 
Review.” International Journal of STEM Education for Sustainability 1, no. 1 (2021): 11–32. 

Febriyanti , Rahmah Novianti, Syarwani Ahmad. “Pengaruh Media Loose Part Terhadap 
Perkembangan Motorik Halus Pada Anak Kelompok B Di PAUD Taam An Nuur Palembang 
Tahun 2023.” Jurnal Ilmiah Wahana Pendidikan 9, no. November (2023): 392–408. 



 
 

  
 
  

Volume 9, Number 1,  August 2024| 137 

 

  

Hadiyanti, Siti Maryam, Elan Elan, and Taopik Rahman. “Analisis Media Loose Part Untuk 

Meningkatkan Kemampuan Motorik Halus Anak Usia Dini.” PAUDIA : Jurnal Penelitian 
dalam Bidang Pendidikan Anak Usia Dini 10, no. 2 (2021): 337–347. 

Kasriyati, Destina, Sri Wahyuni, and Reswita Reswita. “Pelatihan Perencanaan Dan Penerapan 
Media Loose Parts Dalam Pembelajaran Anak Usia Dini Bagi Guru PAUD Kecamatan 

Rumbai Pesisir.” Wahana Dedikasi : Jurnal PkM Ilmu Kependidikan 4, no. 2 (2021): 34. 
Leonia, Rizqy Aisyah, Tutut Handayani, and Yecha Febrieanitha Putri. “Pengaruh Media Loose 

Part Terhadap Kemampuan Pra Menulis Anak Pada Kelompok B.” Jurnal PG-PAUD 

Trunojoyo : Jurnal Pendidikan dan Pembelajaran Anak Usia Dini 9, no. 2 (2022): 9–17. 

Mulyani, Novi. Perkembangan Dasar Anak Usia Dini (Yogyakarta : Gava Media), 2018. 
Ni Made Yuliati, Asri Hente, and Nurmiati. “Meningkatkan Kemampuan Motorik Halus Anak 

Melalui Kegiatan Menghubungkan Titik Dengan Menggunakan Media Tulis Di Kelompok A 
Paud Al Musafir Palu Barat.” Jurnal Kolaboratif Sains 4, no. 2 (2021): 66–71. 

Refnawati, Prima, and Rivda Yetti. “Stimulasi Guru Pada Motorik Halus Anak Di Taman Kanak-
Kanak Pertiwi 3 Kota Padang.” Jurnal Yaa Bunayya 5, no. 2 (2019): 22–30. 

Rohiani, Dewi. “Upaya Meningkatkan Kemampuan Fisik Motorik Halus Dan Seni (Mewarnai 
Gambar).” Jurnal Pendidikan Aura 12, no. 1 (2020): 79–87. 

Rozak, Purnama. “Penerapan Media Loose Part Dalam Kemampuan Motorik Halus Pada Anak 
Usia Dini.” Al-Athfal 2, no. 1 (2021): 56–71. 

Siantajani, Yulianti. Loose Part Material Lepasan Otentik Stimulasi PAUD (Semarang : PT Serang Seratus 
Aksara), 2021. 

Stoltz, Tania. “Consciousness in Piaget: Possibilities of Understanding.” Psicologia: Reflexao e Critica, 
2018. 

Susanto, Ahmad. Perkembangan Anak Usia Dini, 2014. 
Valentina Dewi, Elfrida Rahma, Hibana Hibana, and Musyafa Ali. “Pengaruh Penggunaan Media 

Loose Parts Terhadap Perkembangan Kognitif Anak Usia Dini.” Jurnal Obsesi : Jurnal 
Pendidikan Anak Usia Dini 7, no. 1 (2023): 267–282. 

 

 


