Fostering the Emotional Intelligence of Teacher Trainee Through the Ansur Maju (AM) Approach through Theater Activities in Education

This article underscores the critical need to enhance Emotional Intelligence (EQ) in teacher training, especially in the post-pandemic landscape, which demands that prospective teacher’s trainee possess greater emotional and social stability. It focuses on the use of Theatre in Education (TDP) as an experiential intervention that fosters emotional and social guidance, enabling participants to explore their emotions, cultivate empathy, and enhance social interactions through structured dramatic activities. To ensure the safe and effective implementation of TDP, this study incorporates the Ansur Maju (AM) method. This step-by-step framework organizes exercises from simple to complex, gradually building participants' confidence while alleviating social anxiety. The study sets forth two primary objectives: first, to develop and implement an AM-based TDP module tailored for student teacher training; and second, to assess how participants’ experiences during the intervention reflect the development of EQ in line with Goleman’s theoretical framework five dimensions: self-awareness, emotional management, self-motivation, empathy, and social skills. The findings reveal that participants demonstrated notable improvements in self-awareness and emotional management through reflective practices, interview responses, and activity observations. Furthermore, they enhanced their empathy and social skills through collaborative group work and role-playing exercises. The implication of this research is that TDP, when implemented through the Ansur Maju method, offers a practical and structured approach within teacher education curricula. This method has the potential to holistically cultivate EQ, mitigate emotional stress during training, and facilitate the application of emotional skills in real classroom settings.

Emotional Intelligence, Creative Drama, Rukun Negara, IPG Trainee Teacher

1. Abdilah, L., Priadana, M. S., & Juniarti, A. T. (2025). Innovation capability as mediator between competence, emotional intelligence, support, and lecturer performance in Indonesia. Jurnal Ilmiah Manajemen Kesatuan, 13(5), 3385–3396. https://doi.org/10.37641/jimkes.v13i5.4078 [Google Scholar] [Crossref]

2. Ahmad, A. S., & Ismail, H. N. (2024). Social-emotional learning and teacher competency: A systematic review of emotional resilience. Journal of Contemporary Social Science & Education Studies, 4(3). https://doi.org/10.5281/zenodo.13883420 [Google Scholar] [Crossref]

3. Aldosemani, T., Lytras, M. D., & Ordóñez de Pablos, P. (Eds.). (2024). Innovative educational frameworks for future skills and competencies. IGI Global. https://doi.org/10.4018/979-8-3693-7555-6 [Google Scholar] [Crossref]

4. Ali, K., & Kumar, S. (2025, January). Piaget’s cognitive development theory: Enhancing learning and development in education [Manuscript]. ResearchGate. https://www.researchgate.net/publication/388271681_Piaget%27s_Cognitive_Development_Theory_Enhancing_Learning_and_Development_in_Education [Google Scholar] [Crossref]

5. De Coninck, K., Valcke, M., Ophhalvens, I., & Vanderlinde, R. (2019). Bridging the theory-practice gap in teacher education: The design and construction of simulation-based learning environments. In Kohärenz in der Lehrerbildung. Springer. https://doi.org/10.1007/978-3-658-23940-4_17 [Google Scholar] [Crossref]

6. Gilar-Corbi, R., Izquierdo, A., & Castejón, J.-L. (2025). A structural model of emotional intelligence, resilience, and stress in university students. Behavioral Sciences, 15(7), 894. https://doi.org/10.3390/bs15070894 [Google Scholar] [Crossref]

7. Gilar-Corbi, R., Perez-Soto, N., Izquierdo, A., & Pozo-Rico, T. (2024). Emotional factors and self-efficacy in the psychological well-being of trainee teachers. Frontiers in Psychology, 15, 1434250. https://doi.org/10.3389/fpsyg.2024.1434250 [Google Scholar] [Crossref]

8. Goleman, D. (2009). Emotional intelligence. Bantam Books. [Google Scholar] [Crossref]

9. Gaisey, I. K., Ntoaduro, A., Asamoah-Gyawu, J., Attila, F. L., et al. (2025). Impact of positive learning environment on students' academic performance in colleges of education. Canadian Journal of Educational and Social Studies, 5(1), 238–253. https://doi.org/10.53103/cjess.v5i1.306 [Google Scholar] [Crossref]

10. Halim, A. (2022, November 3). Scaffolding yang membentuk passive learner – Teori Zone of Proximal Development. Kompasiana. [Google Scholar] [Crossref]

11. Haneem, S., Deneerwan, M., Nor, M. M., & Nor Shuradi, N. H. (2022). He took off my pants! The implementation of creative drama in a sex education module. Research in Drama Education: The Journal of Applied Theatre and Performance, 27(1), 57–66. https://doi.org/10.1080/13569783.2021.1962268 [Google Scholar] [Crossref]

12. Jiang, X., & Tong, Y. (2025). Emotional intelligence and innovative teaching behavior of pre-service music teachers: The chain mediating effects of psychological empowerment and career commitment. Frontiers in Psychology, 16, Article 1557806. https://doi.org/10.3389/fpsyg.2025.1557806 [Google Scholar] [Crossref]

13. Kasper, N. (2022). Emotional intelligence: Meaning and significance for individuals and collectives. BoD. [Google Scholar] [Crossref]

14. Khory, H. H. M., Rahman, M. N. A., & Zailaini, M. A. (2021). Pengurusan pentaksiran bilik darjah mata pelajaran Bahasa Arab berasaskan keperluan pembelajaran murid. Jurnal Kepimpinan Pendidikan, 8(2), 41–57. [Google Scholar] [Crossref]

15. McLeod, S. (2025, November 5). Jerome Bruner theory of cognitive development. Simply Psychology. [Google Scholar] [Crossref]

16. Mohamad, M., Chong, S. T., Hoesni, S. M., Mokhzan, N. S., & Ponnusamy, V. (2024). Peranan modal psikologi dalam memperkukuh kesejahteraan mental generasi muda (The role of psychological capital in enhancing the mental well-being of the younger generation). Jurnal Dunia Pendidikan, 6(5), 89–102. https://doi.org/10.55057/jdpd.2024.6.5.9 [Google Scholar] [Crossref]

17. Nor Hashim, N. S., Abdul Rahman, M. K., Ahmad, M. F., Pisali, A., & Habsary, D. (2026). A review on integrating digital technologies into teaching and learning activity: Engaging street children in interactive learning. Journal of Advanced Research in Applied Sciences and Engineering Technology, 55(2), 192–208. [Google Scholar] [Crossref]

18. Nor Hashim, N. S., & Abdul Rahman, M. K. (2025). Cultivating emotional intelligence through creative drama based on the Rukun Negara framework among IPG trainee teachers. International Journal of Academic Research in Business and Social Sciences, 15(12). https://doi.org/10.6007/IJARBSS/v15-i12/27256 [Google Scholar] [Crossref]

19. Nor Hashim, N. S., & Abdul Rahman, M. K. (2025). Theatre approach in cultivating emotional intelligence of students at the Institute of Teacher Education. International Journal of Research and Innovation in Social Science (IJRISS), 9(26). https://doi.org/10.47772/IJRISS.2025.903SEDU0749 [Google Scholar] [Crossref]

20. Rosdi, N. S., & Ahmad, A. (2025). Integrasi pendekatan didik hibur dalam pembelajaran sejarah: Satu tinjauan konseptual. Malaysian Journal of Social Sciences and Humanities, 10(9). https://doi.org/10.47405/mjssh.v10i9.3546 [Google Scholar] [Crossref]

21. Sahide, N., Pauzi, H. M., & Awang Noh, N. (2022). Isu dan literasi kesihatan mental dalam kalangan remaja. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(8), e001688. https://doi.org/10.47405/mjssh.v7i8.1688 [Google Scholar] [Crossref]

22. Thambu, N., & Abdul Rahman, M. H. (2017). Forum theatre as a behavior change strategy: Qualitative findings from moral education class. The Journal of the South East Asia Research Centre for Communications and Humanities, 9(1), 25–46. [Google Scholar] [Crossref]

23. Ye, S., Lin, X., Salarzadeh Jenatabadi, H., Samsudin, N., Ke, C., & Ishak, Z. (2024). Emotional intelligence impact on academic achievement and psychological well-being among university students: The mediating role of positive psychological characteristics. BMC Psychology, 12, 389. https://doi.org/10.1186/s40359-024-01886-4 [Google Scholar] [Crossref]

24. Zhai, H.-K., Li, Q., Hu, Y.-X., Cui, Y.-X., Wei, X.-W., & Zhou, X. (2021). Emotional creativity improves posttraumatic growth and mental health during the COVID-19 pandemic. Frontiers in Psychology, 12, Article 600798. https://doi.org/10.3389/fpsyg.2021.600798 [Google Scholar] [Crossref]

25. Zakaria, M. A., Ahmad, M. F., & Abdul Rahman, M. K. (2022). Model pembangunan identiti guru sekolah seni Malaysia: Satu pendekatan pengajaran seni teater dalam pendidikan di Malaysia. Perspektif: Jurnal Sains Sosial dan Kemanusiaan, 14(3). https://doi.org/10.37134/perspektif.vol14.sp.3.2022 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study