<![CDATA[This study aims to describe the implementation of the science play method in stimulating the divergent thinking skills of children aged 4–5 years at TK PGRI 10 Cermee, Bondowoso. Divergent thinking is a crucial aspect of children's cognitive development, as it relates to the ability to generate various ideas, find alternative solutions to problems, and explore objects or events through multiple possibilities. This study employs a qualitative approach with a descriptive design. The subjects were children aged 4–5 years at TK PGRI 10 Cermee, Bondowoso, while the informants included the class teacher and other parties involved in the instructional process. Data collection techniques included observation, interviews, and documentation. Data analysis involved the stages of data reduction, data presentation, and conclusion drawing. The results indicate that the science play method serves as an effective instructional alternative for stimulating children's divergent thinking skills. Science play activities provide opportunities for children to observe, experiment, compare, predict, ask questions, and discover various possibilities based on their play experiences. Teachers act as facilitators by posing open-ended questions, providing concrete materials, and allowing children the freedom to explore the activities. This stimulation is evident in the children's ability to generate multiple answers, express ideas, find different ways to complete activities, and develop curiosity. Thus, the science play method creates an active, enjoyable, and meaningful learning experience while supporting the development of divergent thinking skills in children aged 4–5 years.]]>
