<![CDATA[ABSTRAK. Keterampilan pemecahan masalah sangat penting bagi anak usia dini. Anak usia dini dengan kemampuan pemecahan masalah optimal pada masa prasekolah menunjukkan capaian akademik lebih baik di pendidikan dasar dan menengah. Namun, masih banyak anak usia dini memiliki keterampilan pemecahan masalah yang rendah. Rendahnya keterampilan pemecahan masalah anak usia dini, terlihat dari ketergantungan tinggi terhadap bantuan guru, kesulitan mengidentifikasi masalah sederhana, serta terbatasnya inisiatif mencari solusi alternatif. Penelitian ini bertujuan mengeksplorasi penggunaan metode eksperimen untuk meningkatkan keterampilan pemecahan masalah anak usia dini melalui analisis proses kognitif selama kegiatan eksperimen serta mengidentifikasi faktor-faktor yang mempengaruhi efektivitas metode tersebut. Jenis penelitian adalah kualitatif deskriptif yang melibatkan 15 anak usia 4-6 tahun, 3 guru kelas, dan 5 orang tua selama delapan minggu. Data dikumpulkan melalui observasi partisipan, wawancara mendalam, serta analisis dokumentasi. Hasil penelitian mengungkapkan peningkatan keterampilan pemecahan masalah anak usia dini melalui tiga tahapan: (1) tahap awal ditandai ketergantungan pada bantuan guru, (2) tahap perkembangan memperlihatkan kemampuan mengajukan pertanyaan spesifik dan mencoba solusi mandiri, (3) tahap akhir menunjukkan penerapan pendekatan sistematis saat menyelesaikan masalah. Peran guru sebagai fasilitator melalui teknik scaffolding terstruktur serta program "Eksperimen di Rumah" yang melibatkan orang tua berhasil mendukung perkembangan keterampilan pemecahan masalah pada aspek kognitif, sosial, dan praktis. Faktor pendukung keberhasilan mencakup dukungan orang tua dan lingkungan belajar yang kondusif.Kata Kunci: Metode Eksperimen, Pemecahan Masalah, Pendidikan Anak Usia DiniABSTRACT. Problem-solving skills are essential competencies for early childhood. Research shows that early childhood students with optimal problem-solving abilities during preschool demonstrate better academic achievement in primary and secondary education. However, many early childhood students still possess low problem-solving skills. This deficiency manifests through high dependency on teacher assistance, difficulty identifying simple problems, and limited initiative in seeking alternative solutions. This study aims to explore the use of experimental methods to enhance early childhood problem-solving skills by analyzing cognitive processes during experimental activities and identifying factors affecting the method's effectiveness. This descriptive qualitative research involved 15 children aged 4-6 years, 3 classroom teachers, and 5 parents over eight weeks. Data were collected through participant observation, in-depth interviews, and documentation analysis. The results revealed improvements in early childhood problem-solving skills through three stages: (1) initial stage marked by dependence on teacher assistance, (2) developmental stage showing ability to ask specific questions and attempt independent solutions, (3) final stage demonstrating systematic approach application in problem-solving. The teacher's role as facilitator through structured scaffolding techniques and the "Experiments at Home" program involving parents successfully supported problem-solving skill development across cognitive, social, and practical aspects. Supporting factors included parental support and a conducive learning environment. Keyword: Experimental Method, Problem-Solving, Early Childhood Education]]>
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