<![CDATA[This community service program aimed to strengthen kindergarten teachers' understanding and readiness for play-based early literacy-numeracy instruction in Pasir Kuda Sub-district, Cianjur Regency, West Java, an area marked by hilly terrain, limited transportation, informal facilities, and restricted access to professional development, though not nationally designated as disadvantaged, where most teachers still rely on rote memorization and worksheets rather than child-centered, play-based methods; to address this, training was delivered in the Cahaya Indonesia Learning Model (CILM), an elaborated development of the Funcalistung method, through three stages comprising socialization with partner institutions, training built around four sequential steps (methodological orientation, trainer demonstration, guided peer-teaching practice, and evaluation with implementation planning), and classroom-based mentoring, involving eighteen kindergarten teachers and two non-equivalent, independently reported instruments used purely as descriptive metrics, an Initial Condition Evaluation (10 items on prior exposure, motivation, and baseline conditions, completed by 16 teachers) and a Post-Training Achievement Evaluation (13 items on attendance, satisfaction, mastery, readiness, and willingness to share, completed by all 18). Yielding initial condition evaluation scores ranging 0–80% (mean 58.89%, SD 18.21) that reflected considerable variation in baseline readiness, and post-training achievement evaluation scores ranging 84.62–100% (mean 96.16%, SD 5.32) indicating uniformly high satisfaction and readiness, so that while contextually grounded training clearly strengthened teachers' self-reported readiness despite geographic and resource constraints, whether this readiness translates into sustained classroom practice still requires further classroom-based evaluation as follow up.]]>
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