Proportional Calistung via Natural Loose Parts: A Cognitive Limit Analysis

Hayatun Munawwaroh; Kautsar Eka Wardana

doi:10.26740/jpus.v10n2.p201-207

Authors

Hayatun Munawwaroh Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
Kautsar Eka Wardana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

DOI:

https://doi.org/10.26740/jpus.v10n2.p201-207

Keywords:

proportional calistung, loose parts, Literacy, Cognitive Limits, Numeracy, Early Childhood

Abstract

Early reading, writing, and arithmetic (calistung) are still widely taught through abstract, worksheet-based drills that do not match young children’s developmental characteristics. This study analyzes the epistemology of proportional calistung in relation to the cognitive limits of early childhood, using natural loose parts as concrete learning media. A qualitative-descriptive library research design was used. Data were drawn from the theories of Jean Piaget, Lev Vygotsky, and Jerome Bruner, together with 13 journal articles, one conference paper, and one book, mostly published between 2021 and 2026 and retrieved through Google Scholar. Data were analyzed using content analysis (data reduction, data display, and conclusion drawing). The analysis suggests that proportional calistung (1) respects children’s developmental readiness at the preoperational stage, (2) follows a progression from enactive to iconic to symbolic representation, and (3) provides gradually withdrawn scaffolding within the zone of proximal development, for which natural loose parts can serve as a bridging medium. Natural loose parts are therefore conceptually consistent with early childhood cognitive development. As a literature review, this study offers a conceptual framework only, and empirical testing is still needed.

References

Aliyah, S., & Nurajizah, N. (2025). Peningkatan kemampuan literasi numerasi anak usia 5–6 tahun menggunakan media loose part di Raudhatul Athfal Al Barokah Kecamatan Garut Kota. Jurnal Pendidikan Islam Anak Usia Dini: Anaking, 3(2), 48–57. https://doi.org/10.37968/anaking.v3i2.755

Banat, A., Ulfa, N., Salamah, S. S., Idawati, K., & Setyowati, D. (2026). Perkembangan peserta didik sekolah dasar. Yayasan Pendidikan Hidayatun Nihayah (Penerbit HN Publishing).

Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.

Farikhah, S., & Ariestina, H. (2020). Menelisik kurikulum PAUD: Kajian fenomenologis terhadap kecenderungan belajar calistung anak usia dini. Preschool: Jurnal Perkembangan dan Pendidikan Anak Usia Dini, 1(2), 77–94. https://doi.org/10.18860/preschool.v1i2.9058

Haryanto, F. T., & Twiningsih, A. (2024). Implementasi media loose parts pada pendidikan anak usia dini. Edudikara: Jurnal Pendidikan dan Pembelajaran, 9(2), 54–64. https://doi.org/10.32585/edudikara.v9i2.362

Hidayat, A., Kulsum, U., Adibah, I. H., & Damayanti, D. D. (2024). Teori Vygotsky dan transformasi pembelajaran matematika: Sosiokultural, scaffolding, zona perkembangan proksimal, bahasa dan pikiran. https://www.researchgate.net/publication/387089683_Teori_Vygotsky_Dan_Transformasi_Pembelajaran_Matematika_Sosiokultural_Scaffolding_Zona_Perkembangan_Proksimal_Bahasa_Dan_Pikiran

Khoirunnisa, E., Zahra, Z. N., Nuruddin, R. I., & Riska, N. E. (2025). Analisis penerapan Zone of Proximal Development (ZPD) dalam pembelajaran. Jurnal Pengembangan dan Evaluasi Pendidikan, 2(3), 114–119. https://doi.org/10.61692/jpep.v2i3.439

Ma’mun, A. A. J. M., Handayani, N. S., & Munawarah, H. (2024). Konsep Zone of Proximal Development (ZPD) dalam permainan anak-anak. Jurnal Tumbuh Kembang Anak Usia Dini, 2(1), 1–10. https://journal.unupurwokerto.ac.id/index.php/tumbang/article/view/296/202

Maulida, S., Itsaniyah, S. M. U., & Utami, L. D. (2024). Pengaruh media loose parts pada pengembangan numerasi anak kelompok A di TK Ma’arif II Desa Lemahbang Kecamatan Sukorejo Kabupaten Pasuruan. SELING: Jurnal Program Studi PGRA, 10(1), 102–111. https://doi.org/10.29062/seling.v10i1.2748

Nadhifah, S., & Aisyah, E. N. (2025). Pembelajaran calistung pada anak usia dini: Kajian fenomenologis terhadap dampak emosional dan perkembangan anak. Jurnal QOSIM: Jurnal Pendidikan Sosial & Humaniora, 3(4), 1745–1750. https://doi.org/10.61104/jq.v3i4.2809

Nasir, M. A. (2022). Teori konstruktivisme Piaget: Implementasi dalam pembelajaran Al-Qur’an Hadis. JSG: Jurnal Sang Guru, 1(3), 215–223. https://ejournal.uinib.ac.id/jurnal/index.php/jsg/article/view/5337

Pajriani, T. R., Nirwani, S., Rizki, M., Mulyani, N., Ariska, T. O., & Harahap, S. S. A. (2023). Epistemologi filsafat. Primer: Jurnal Ilmiah Multidisiplin, 1(3), 282–289. https://doi.org/10.55681/primer.v1i3.144

Piaget, J. (1952). The origins of intelligence in children. International Universities Press.

Putri D. H, A., Fuad, M. Z., Ismaya, S. D., & Abu Bakar, M. Y. (2026). Pendekatan teori konstruktivistik dalam pembelajaran. Jurnal Ilmiah Penelitian Mahasiswa, 4(3), 424–441. https://doi.org/10.61722/jipm.v4i3.2398

Reghita, N. P. S., & Hariyanti, D. P. D. (2023). Efektifitas penggunaan media loose parts dalam meningkatkan kemampuan literasi numerasi anak usia dini. Seminar Nasional PGPAUD 2023 “Transisi PAUD ke SD yang Menyenangkan.” Universitas PGRI Semarang. https://conference2.upgris.ac.id/index.php/snpaud/article/view/18

Republik Indonesia. (2003). Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wardani, I. R. W., Zuani, M. I. P., & Kholis, N. (2023). Teori belajar perkembangan kognitif Lev Vygotsky dan implikasinya dalam pembelajaran. DIMAR: Jurnal Pendidikan Islam, 4(2), 332–346. https://doi.org/10.58577/dimar.v4i2.92

Weni, P. W. P., Sufa, F. F., & Wahyuseptiana, Y. I. (2026). Pengembangan model pembelajaran literasi integratif berbasis loose parts (LILP) untuk meningkatkan kemampuan membaca anak usia 5–6 tahun di TK Harapan Umat. Pendas: Jurnal Ilmiah Pendidikan Dasar, 11(2), 213–224. https://doi.org/10.23969/jp.v11i02.44653

Whildan, L. (2021). Analisis teori perkembangan kognisi manusia menurut Jean Piaget. Permata: Jurnal Pendidikan Agama Islam, 2(1), 11–22. https://doi.org/10.47453/permata.v2i1.245