Frugal Thinking in Action: Improving Learning Outcomes through Loose Part-Based Instruction
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| Title: | Frugal Thinking in Action: Improving Learning Outcomes through Loose Part-Based Instruction |
|---|---|
| Language: | English |
| Authors: | Zahid Zufar At Thaariq, Reno Nurdiyanto, Jasmine Nurul Izza, Devi Mariya Sulfa, Fikri Aulia |
| Source: | Anatolian Journal of Education. 2026 11(1):169-180. |
| Availability: | Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Junior High School Students, Intervention, Instructional Materials, Cost Effectiveness, Instructional Effectiveness |
| Geographic Terms: | Indonesia |
| ISSN: | 2547-9652 |
| Abstract: | This study explores the impact of a frugal learning approach--using loose part-based instruction--on student learning outcomes in an elementary classroom setting. Rooted in the principles of frugal thinking, the intervention aimed to foster creativity, problem-solving, and contextual understanding by utilizing readily available and low-cost materials in the learning process. A one-group pretest-posttest design was employed, involving 16 students. The pretest was a paper-based cognitive assessment with multiple-choice and short-answer items and the posttest was a product-based task requiring students to create a tangible output using loose part materials. Data were analyzed using the Wilcoxon signed-rank test due to the small sample size and non-normal distribution of data. The results revealed a statistically significant increase in learning outcomes after the intervention (p < 0.05), indicating that the use of loose parts effectively enhanced students' engagement and conceptual understanding. The study concludes that frugal instructional strategies, particularly those involving hands-on, material-rich activities, can be a powerful alternative in contexts with limited resources. The implications extend to curriculum designers, educators, and policy-makers seeking sustainable and inclusive educational innovations. Recommendations for further research include expanding the approach to diverse contexts and developing validated instruments for product-based assessment. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504071 |
| Database: | ERIC |
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