Increase Creativity And Imagination Children Through Learning Science , Technologic , Engineering , Art And Mathematic With Loose Parts Media

The STEAM method is applied to early childhood to provide broader thinking power in problem solving. Penelitian aims to describe the learning STEAM (Science, Technological, Engineering, Art and Mathematic) with media loose parts that can enhance the creativity and imagination of children. The research method used is descriptive qualitative using observation, interviews and documentation. In data analysis techniques, researchers used qualitative analysis techniques using data reduction, data presentation, and drawing conclusions. The research was conducted in 4 meetings in group B with 12 children. The results showed that STEAM learning with losse parts media could increase children's creativity and imagination. This can be seen from the observation that was made 4 times, all children experienced good development when learning with losse parts media.learning STEAM with losse parts can be applied to earlyplay groups childhood education, both inand kindergarten. This research not only improvescreativity children'sbut also increases children's imagination, the loose parts media used are also unique and natural.


INTRODUCTION
The existence of early childhood education as well as non-formal and informal education is very urgent in the effort to achieve the goals of national education. Paud is a preprimary education level that fosters early childhood from birth to 6 years of age. Which is given educational stimulation to help the growth and development of children both physically and spiritually in the face of further education. Early childhood education directs paud organizers to emphasize the growth and development aspects of children (religion and moral, physical motor, cognitive, language, social-emotional, and art) in accordance with the uniqueness according to the development stages that early childhood goes through as stated in Permendikbud 137 2014 on the National Standard for Early Childhood Education.
In the era of the 21st century, we have entered the era of the Industrial Revolution 4.0 and an era of disruption that increasingly demands that we be more creative and innovative.
Early childhood education is one of the education units that must be ready to make changes and respond to the challenges of the times. Early childhood is a golden period or golden age which is very decisive and very influential on the development of the next child, so that at this golden age the child must get the right stimulation or stimulation (Wiyani 2019).
Starting from an early age, children must be given skills both hard skills and soft skills so that children are able to adapt to changes in their environment. Skills that need to be taught to children are critical thinking skills, creative thinking (creativity), cooperation, and communication. Besides of course, children learn about knowledge (physical knowledge, mathematical logic, and social), these skills must be integrated in the learning process n (Wahyuningsih, Pudyaningtyas, and Nurjanah 2020) In preparing the golden generation with a scientific mindset and high reasoning abilities, children can be trained in Science, Technologic, Engineering, Art and Mathematic learning models. Learning by utilizing science, technology, engineering, art and mathematics in an integrated manner is centered on students that have been developed in various countries from pre-school to high school levels. In improving higher-order thinking skills and motor skills in early childhood, the approach of Science, Technological, Engineering, Art and Mathematic can be emphasized in the learning process through hands-on activities (Sugawara and Nikaido 2014)  It is important to develop one's creativity from early childhood because creativity becomes the foundation for productive thinking and has the opportunity to discover new things. Creativity is a person's mentality that generates effective new ideas, processes, methods or products that are imaginative, aesthetic. Flexible. Integration, succession, discontinuity, and differentiation that are useful in solving a problem (Imamah and Muqowim 2020) James J. Gallagher and Yeni Racmawaty said that creativity is a mental process in an individual that is carried out in the form of a new idea or product, or by combining the two and in the end it will stick to the individual (Maryati 2018).
The ability of creativity is involved in the process of understanding concepts in mathematics. For this reason, teachers need to build a pleasant learning atmosphere. as a learning process that introduces students to mathematical logic that is easy to learn and remember, fun means students learn without coercion, and fun as a satisfaction in the learning process because of the use of props and games (Pratiwi et al. 2021). creativity is a new product that is effective and imaginative and useful in various fields for solving a problem.
The value of creativity is not only seen from whether a work is neat or not, but rather how the work is successfully created and what is implied in the work(Anggia and Nopriansyah 2018). It can be concluded that children's creativity is a mental process in giving birth to new ideas or products that can combine the two effectively, imaginatively and aesthetically so that it is inherent in someone where this must be stimulated by building a pleasant learning atmosphere. as a learning process that introduces students through STEAM which is easy to learn, remember and fun means that students learn without coercion as a satisfaction in the learning process because of the use of props and games with loose part media.
Loose parts are an opportunity for children to express their creativity through the use of materials that can be manipulated, modified and made through self-guided play ( do not actually exist in the real world; (g) Spontaneity. Given the freedom and ability of human reasoning power, imagination occurs spontaneously which is then expressed in various forms by Janice Beaty as followed.
Based on the above opinion, imagination for early childhood is the ability to respond or carry out the fantasies they make which is heavily influenced by the environment they are experiencing. There are several things that can be done to develop children's imagination, according to Musbikin, to provide learning according to children's abilities, provide a little

RESEARCH METHODS
The research method used in this research is to use descriptive qualitative research methods. Through this approach, it is hoped that researchers can produce descriptive data in order to reveal the causes and processes of occurrence in the field. A qualitative approach is an approach by looking at the object of study as a system, meaning that the object of study is seen as a unit consisting of interrelated elements and describes the existing phenomena.. The initial step is to make pre-research preparations, by finding and collecting data on children aged 4-5 years who will be studied through direct observation of the results of the learning process carried out by educators on 14 children by observing the children's work given by educators to each child by learning which only uses pencil learning media, drawing books, watercolors, and scissors. The results of observations by researchers during the initial activity, the overall presentation of creativity and imagination were 31%. The low percentage of children's creativity and imagination level is due to the learning given by educators not yet based on STEAM with loose parts media. By learning STEAM with loose parts media, it is hoped that it can increase children's creativity and imagination.

Activity I
In activity I, it was held for 2 days with the aim of seeing the development of creativity and imagination of students. At this stage the educator prepares RPPH for 2 days with activities that can increase the creativity and imagination of the Rembulan PAUD students, for the first activity the educators start the activities from opening, core and 85 closing, this activity is carried out by making a cow shed with loose part materials from materials wood and bamboo that have been provided by the educator. And on the second day, the main activity was to arrange houses with makeshift loose parts around the school.
In this activity there are several shortcomings, namely: a) less attractive and too watchful because the media used is only a toy tool from a manufacturer that is already in school, b) the teacher has determined the play activities that the child should do, c) the number of playing tools is just too few. In the implementation of STEAM learning with loose parts media, the creativity and imagination of students began to increase.

Second activity
For this second activity, learning activities were carried out for 2 days which aimed to improve children's creativity and imagination. In this second activity, the educators prepared RPPH for a span of 2 days with a variety of activities that could increase the creativity and imagination of PAUD Rembulan Kaur children. At the first and second meetings, the opening, core and closing activities began. In this second activity, educators prepare various loose parts both from natural materials and from materials that are around the environment, educators provide books and pictures such as pictures of views of beaches, gardens and houses and educators arrange loose parts neatly and attractively. In this second activity, children are given the freedom to create and imagine according to their wishes.
Research data from research activities are described in the table below: Based on the graphic above, it can be seen that increasing children's creativity and imagination through STEAM-based learning with Loose Parts media is very good. The average score before the activity was 31%, Activity I was 49% and Activity II increased to 85%. This shows that the creativity and imagination of children have increased significantly After making observations and entered into this descriptive method. Then the researcher analyzed the qualitative data by interviewing the object observed with questions and producing satisfactory answers from the results of his observations.
Based on the results of learning research on Science, Technological, Engineering, Art and Mathematic with Loose Parts media carried out when the child was playing educational game tools with loose parts materials, showing that children's creativity and imagination increased. 87 Based on the results of the discussion that the use of instructional media is very influential on the quality of learning in schools. The learning chosen by the researcher is Science, Technological, Engineering, Art and Mathematic learning with loose parts media for early childhood, an early childhood educator must be creative and always innovate to use the learning media that will be given to their students.

B. Discussion
According to researchers, Learning Science, Technological, Engineering, Art and Mathematic with loose parts media is a suitable learning to be applied in early childhood education units. (Nurjanah 2020). Educators must adjust the condition of the child with the media that is prepared. Loose parts are provided with various choices such as language elements, art elements and mathematical elements. every child has different abilities. High artistic and language skills of children will develop even if they only use simple materials, such as using loose parts in their neighborhood.
Learning is carried out in the form of playing chili learning activities which are recognized by the Science, Technological, Engineering, Art and Mathematic learning approach which aims to encourage children's knowledge through observing, questioning and investigating. Learning in early childhood education will be interesting and fun for children and educators if the learning media is designed attractively. by learning Science, Technologic, Engineering, Art and Mathematic with loose parts media, it is able to increase the creativity and imagination of early childhood.
In the field of Science, children are taught to be able to use the scientific method approach in solving problems in everyday life. In the field of Technology, children will collaborate in terms of using technology to both process data and convey the information they get. In Engineering, children will put their findings together to create a product or they can find the right solutions. Meanwhile, in the field of Arts (Arts), children can create products / findings so that they can be accepted by the community or how they can promote these findings. Furthermore, in the field of Mathematics (Mathematics), children will use a mathematical approach in processing the data they get (Nurhikmayati 2019).
The results of this study are in line with research conducted by Novita Eka Nurjanah in 2020 by revealing the results, learning Science, Technological, Engineering, Art and Mathematic based on loose parts can increase children's creativity. 88

CONCLUSIONS AND SUGGESTIONS
Based on the results of this study, creativity in children can develop well if facilitated by appropriate learning methods. STEAM learning with loose parts media is learning that gives children the freedom to create and imagine in one activity of Science, Technology, Engineering, Art and Match. This learning combines children's activities in the frame of independence to create and imagine through loose parts media in the form of materials from nature and the environment that are combined which makes children more creative and imaginative.
The results showed that the children's creativity and imagination developed significantly through learning STEAM media loose parts. This can be seen in the results of the Pre-cycle percentage of 31%, then carried out in Cycle I, the percentage increase to 49% and continued in Cycle II, the increase in creativity and imagination of children is 85%, which means that the creativity and imagination of PAUD Rembulan children increases through STEAM learning with media loose parts.

ACKNOWLEDGMENT
Many thanks to you who have contributed in writing this scientific paper: