<![CDATA[To support the achievement of Sustainable Development Goal 4 regarding quality and equitable education, the development of innovative science learning models is crucial for early childhood in underdeveloped regions, such as the Indonesia-Papua New Guinea border. Disparities in educational access in border areas often hinder the optimization of children's cognitive potential during their golden years. This study aims to analyze the effectiveness of a neuroscience-based Reflective Inquiry Learning (RIL) model to improve Executive Function (EF) in preschool children. The intervention was implemented through two cycles of Classroom Action Research (CAR) involving 40 preschool children, utilizing data triangulation to assess behavioral changes across the cycles. Quantitative analysis using paired t-tests showed highly statistically significant improvements (p < 0.05$) from the baseline to the completion of the second cycle across all domains, particularly in socio-emotional (+32.70%) and language (+25.60%) skills. The most prominent EF enhancements were observed in emotion regulation (+35%) and inhibitory control (+30%), indicating improvements in executive functions associated with neuroplasticity-related learning processes. In conclusion, the neuroscience-based RIL model serves as an effective and practical pedagogical intervention to optimize EF and support holistic child development in remote border regions]]>
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