Problem-solving skills are essential for children to master as part of their developmental milestones, with teachers playing a crucial role in guiding this process through ageappropriate activities. However, the lack of structured frameworks and specialized reference materials poses challenges for effective implementation. This study aimed to develop the ProSkiND problem-solving framework based on non-digital games, designed to enhance preschool children's problem-solving abilities systematically. Using a Design and Development Research (DDR) approach, the study involved 12 experts in Early Childhood Education, problem-solving, and instructional design. Data were collected through the Nominal Group Technique (NGT) and analyzed using the Interpretive Structural Modelling (ISM) approach with Concept Star software to prioritize framework elements. The study identified five key components: activity objectives, teacher preparations, teacher roles, children's roles, and activity assessments, with their respective priority sequences. The findings emphasize the significance of clear instructional guidance, structured teacher preparations, and active child engagement to stimulate problem-solving. This framework provides a practical reference for preschool educators to implement non-digital game-based learning, enhancing instructional quality and fostering children's cognitive, social, and emotional development. The ProSkiND framework contributes to the field of early childhood education by addressing the gap in structured methodologies for non-digital problem-solving activities. © 2024 IEEE.
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