In learning counting games for children in Kindergarten (TK) it is explained that counting is part of mathematics. In everyday life, the ability to count is very necessary. The introduction of the concept of numbers is the basis for developing mathematical skills and the readiness of students to attend the next level of education. The learning media used in learning to count must be in accordance with the needs of the child. Counting games require a pleasant atmosphere and provide freedom for students. This research is a study on improving children's numeracy skills through loose parts media in group A children in RA Bina Amanah, Batu city. The purpose of this study is to describe the process of applying loose parts media to improve the ability to count and recognize the concept of numbers and describe the increase in the ability to count and recognize the concept of children RA group A A Bina Amanah. To achieve these objectives, this study uses a type of classroom action research (PTK), through a descriptive qualitative approach. This research was conducted in 2 cycles, each of which consisted of planning, implementing, observing and reflecting. The data source obtained is in the form of primary data sources. This data source was obtained through observation, interviews, documentation collected from the principal, group A educators and group A students. Data analysis techniques used were through the data reduction stage, data exposure and conclusions. The results showed that the ability to count and recognize the concept of numbers through loose parts media in group A children RA Bina Amanah increased and there was a change in the learning process. Based on the results of the research as a whole it was accumulated from the beginning to the second cycle, an average percentage increase of 91.67% and achieving completeness. Through the application of loose parts media for group A children, which is carried out in stages by presenting the loose parts media in learning activities that are adjusted to the learning theme in each center, making learning to take place actively fun in group A students and increasing all potential aspects of child development students. This is evidenced by the increase and completeness of learning outcomes from the three learning cycles carried out by researchers in learning activities in each center showing good results. Both in terms of the development of all aspects of the intelligence of students as well as in terms of the presentation of learning that is fun for children aged group A through innovative learning using loose parts media.