<![CDATA[The current development of education has advanced significantly, necessitating appropriate learning strategies that can effectively integrate technology. However, in practice, the implementation of technology-based learning strategies that stimulate creativity and critical thinking at the Early Childhood Education (ECE) level remains limited. This study aims to examine the effectiveness of the Creative Mine Adventure application in developing divergent thinking skills in early childhood compared to conventional learning methods. The research employed a quasi-experimental design using a non-equivalent control group design, involving 46 children who were proportionally divided into experimental and control groups. Data were collected through pre-tests and post-tests using an instrument designed to assess divergent thinking ability and were analyzed using N-Gain calculations and comparative analysis between groups. The findings revealed that the experimental group using Creative Mine Adventure showed a significant improvement, with an N-Gain score of 0.80, while the control group achieved only 0.45. Further analysis indicated that female participants demonstrated higher improvement compared to male participants. These findings suggest that interactive digital applications have strong potential as effective media for fostering creativity, critical thinking, and problem-solving skills in early childhood. This study implies the importance of developing innovative, technology-based learning models that support the cognitive and holistic development of ECE learners.]]>
