AMCA Journal of Education and Behavioral Change

Analysis of Teaching Material Development in Industrial Training Institutions to Prepare Professional Workforce

2025-07-17T03:46:15+00:00

The process of preparing teaching materials used in a training is recommended based on needs and can at least represent the needs that will prepare students to enter the industrial world. The research method used is a descriptive qualitative method. The research subjects were the manager and trainers at the training institution. The focus of the research is on the analysis of teaching materials used in training institutions. The purpose of preparing this article is to provide input to training institutions for the preparation and development of teaching materials. The results of the research indicate that the feasibility of the content has not yet been fully maximised in determining the material, so some material has not been conveyed. Graphic feasibility is deficient in the design of teaching materials, making them less attractive and reducing trainees' reading interest. The presentation still has deficiencies, including the lack of a table of contents, which will make it difficult to find the material needed. Language feasibility, the aspect of language use, the language used in these teaching materials is still inappropriate. In this case, the language is difficult to understand, and only a brief explanation of the tools' understanding and use is provided.

Beyond Pedagogy: Examining EFL Teachers’ Emotional Turbulence and Their Strategies for Emotional Regulation

2026-04-12T12:52:23+00:00

This study investigates the emotional challenges faced by English as a Foreign Language (EFL) teachers and the strategies they employ to regulate their emotions within the classroom context. Using a qualitative research design, data were collected from 17 secondary school EFL teachers in Jakarta, Indonesia, through open-response questionnaires and in-depth interviews. The findings revealed that classroom conditions such as student disengagement, classroom management difficulties, and heavy workload were primary stressors that triggered negative emotions, including frustration, anger, helplessness, and stress. To manage these emotions, teachers employed various regulation strategies, including cognitive reappraisal, mindfulness practices, seeking social support, and setting professional boundaries. These strategies helped teachers mitigate the emotional impact of classroom challenges and maintain effective teaching. The study highlights the significant role of emotion regulation in enhancing teaching effectiveness and fostering positive learning outcomes. The findings contribute to the broader literature on teacher well-being by providing insights into the emotional dynamics of EFL teaching. However, the study’s limitations, including the small sample size and reliance on self-reported data, suggest the need for further research. Future studies should explore the long-term impact of emotional regulation on teacher retention and student achievement across diverse educational contexts.

When Wounds Become Language: The Woman's Body and Performative Gender in Two Women's Literary Narratives

2025-08-25T04:29:36+00:00

This article examines the representation of the female body and gender performativity in two contemporary Indonesian novels: Hold On, It Hurts by Noveni Adelia and Perempuan yang Tunggu di Lorong Menuju Laut by Dian Purnama. Using Judith Butler's performative gender theory, this article analyzes how social constructions of femininity are challenged, negotiated, and subverted through the experiences of wounding, trauma, and alienation of female characters. The female body in both narratives becomes not only an object of power but also a site of resistance against heteronormative and patriarchal norms. This research demonstrates that wounding and suffering are not merely personal traumas but also political language that articulates women's collective anxieties over social repression. Thus, the female body presents itself as an open text, demonstrating that gender performance is a practice constantly negotiated.

Moral Identity as an Educational Outcome and Psychological Pathway to Social Entrepreneurship Intention

2025-10-24T06:56:51+00:00

Understanding the psychological mechanisms that shape social entrepreneurship intention has been of interest, especially among undergraduates in higher education. Drawing on Social Cognitive Career Theory, this study investigates how Entrepreneurship Education influences Social Entrepreneurship Intention through the mediating role of Moral Identity. Data were collected from 327 Vietnamese university students in different majors throughout the country and analyzed by SmartPLS 3 software. It found that Entrepreneurship Education significantly influences both Moral Identity and Social Entrepreneurship Intention, and that Moral Identity partially mediates the relationship between EE and Social Entrepreneurship Intention. Notably, the findings reveal no significant difference in Social Entrepreneurship Intention by gender or major to demonstrate the inclusive impact of practical education on student career intention. The research result contributes theoretically by integrating Moral Identity into the Social Cognitive Career Theory model and emphasizes the need for educational programs to nurture not only knowledge and skills but also moral identity. Practical implications include curriculum design that embeds ethical reasoning and social engagement, aiming to foster a new generation of moral social entrepreneurs. Limitations and directions for future research are discussed, particularly regarding the role of culture and family background in shaping moral development and entrepreneurial intention.