<![CDATA[This study aimed to improve the cognitive abilities of Group B children through science play activities based on seed-growth experiments at Insan Qur’ani Kindergarten, Sembalun, East Lombok. The study employed classroom action research following the Kemmis and McTaggart model, conducted in two cycles with two meetings in each cycle. The participants were 15 children. Data were collected through participatory observation, performance tests, and documentation and analyzed using descriptive quantitative analysis. The findings revealed a progressive increase in classical mastery, from 26.7% at the pre-action stage to 60.0% at the end of Cycle I and 86.7% at the end of Cycle II. The final achievement exceeded the predetermined success criterion of 75%. Science play activities involving seed-growth experiments provided concrete learning experiences that encouraged children to observe changes, recognize cause-and-effect relationships, solve simple problems, and develop an understanding of number concepts and plant parts. These findings indicate that utilizing local learning resources through science-based play activities can effectively support early childhood cognitive development.]]>
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