<![CDATA[The community service program "Teacher Learning Program: Improving Kindergarten Teacher Competence through Islamic Values-Based STEAM Learning Training" was motivated by the low understanding of STEAM concepts among early childhood education (PAUD) teachers in Ngambeg Village and their limited ability to integrate Islamic values into their learning practices. This condition is exacerbated by limited access to training, low availability of open media, and a strong reliance on lecture methods. This program uses a Participatory Action Research (PAR) approach that includes stages of inculturation, problem identification, action planning, implementation, observation, and reflection collaboratively with teachers. Through training, workshops, microteaching, and intensive mentoring, this program successfully improved teacher competency, as demonstrated by improved scores in understanding Islamic-based STEAM, the ability to develop project-based RPPH (Resume-Based Learning Plans), skills in designing locally-based learning media, and exploratory classroom practices. Positive impacts were also evident at the institutional level through plans to establish a commitment to developing a teacher learning community and integrating Islamic STEAM into the school curriculum. These results demonstrate that Community Service Activities using the PAR method are effective in encouraging sustainable and relevant change for improving the quality of Early Childhood Education (PAUD) in rural areas. These findings underscore the importance of contextual training based on local values in strengthening teacher competency and the potential for program replication in other areas with similar characteristics.]]>
