<![CDATA[ABSTRACT This classroom action research was conducted to enhance the logical thinking and problem-solving skills of children aged 5–6 years through science-based exploratory learning at PAUD Terpadu ‘Aisyiyah Kaliwates. The background of the study was the low level of children’s cognitive development, particularly in understanding cause-effect relationships, classifying objects, recognizing patterns, and solving simple problems, which had not yet met the expected indicators. The study employed a classroom action research design consisting of two cycles. Each cycle included the stages of planning, action implementation, observation, and reflection. The participants were 15 children from Group B. Data were collected through classroom observations using cognitive assessment instruments developed based on indicators of logical thinking and problem-solving abilities. The learning process integrated various science exploration activities, such as simple experiments, direct observations, stamp painting, beading, rainbow color experiments, and creative craft projects. The findings indicated a significant improvement in children’s cognitive competencies throughout the intervention. In the pre-action stage, the achievement rate was 60%, categorized as Beginning to Develop. In Cycle I, it increased to 79%, categorized as Developing as Expected, and in Cycle II it reached 91%, categorized as Very Well Developed. The success criterion was achieved in Cycle II, as the classical completeness exceeded the minimum threshold of 80%. Based on these results, science-based exploratory learning proved effective in improving logical thinking and problem-solving skills in early childhood. Keywords: Cognitive Ability, Logical Thinking, Problem Solving ABSTRAK Penelitian tindakan kelas ini dilaksanakan dengan tujuan meningkatkan kemampuan berpikir logis dan pemecahan masalah anak usia 5–6 tahun melalui pembelajaran berbasis eksplorasi sains di PAUD Terpadu ‘Aisyiyah Kaliwates. Permasalahan awal yang melatarbelakangi penelitian adalah rendahnya perkembangan kognitif anak, khususnya dalam aspek memahami hubungan sebab–akibat, mengelompokkan benda, mengenali pola, dan menyelesaikan persoalan sederhana yang belum mencapai indikator yang diharapkan. Metode yang digunakan adalah penelitian tindakan kelas dengan dua siklus. Setiap siklus terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 15 anak dari Kelompok B. Pengumpulan data dilakukan melalui observasi kelas dengan menggunakan instrumen penilaian kognitif yang disusun berdasarkan indikator kemampuan berpikir logis dan pemecahan masalah. Proses pembelajaran mengintegrasikan berbagai kegiatan eksplorasi sains, seperti eksperimen sederhana, pengamatan langsung, stamp painting, meronce, percobaan warna pelangi, dan pembuatan karya kreatif. Hasil penelitian menunjukkan adanya peningkatan signifikan pada kemampuan kognitif anak selama intervensi. Pada tahap pra tindakan, persentase ketercapaian sebesar 60% dengan kategori Mulai Berkembang. Pada siklus I meningkat menjadi 79% dengan kategori Berkembang Sesuai Harapan, dan pada siklus II mencapai 91% dengan kategori Berkembang Sangat Baik. Indikator keberhasilan tercapai pada siklus II karena capaian klasikal melampaui batas minimal 80%. Berdasarkan temuan tersebut, pembelajaran berbasis eksplorasi sains terbukti efektif untuk meningkatkan kemampuan berpikir logis dan pemecahan masalah pada anak usia dini. Kata Kunci: Kemampuan Kognitif, Berpikir Logis, Pemecahan Masalah]]>
