AMCA Journal of Education and Behavioral Change

Development of Civic Skills Through Citizen Projects in The Citizenship Education Courses

Rispawati Rispawati — 2025-10-30

The study's aim and particular targets are as follows: (1) to describe the implementation of Project Citizen in the Citizenship Education course; and (2) to describe how Project Citizen can be used to enhance civic skills. The methodology employed was descriptive qualitative research. Data were gathered through interviews, observations, documentation, and field notes. Data analysis will use qualitative analysis in the stages of data reduction, data display, verification, and drawing conclusions. According to the study's findings, the implementation of Project Citizen in the Citizenship Education course at the Pancasila and Citizenship Education Study Program of the Faculty of Teacher Training and Education at Universitas Mataram is designed to shape and develop students' civic skills for them to become good and smart citizens capable of dealing with all issues that arise in society, the nation, and the state. The technical implementation of Project Citizen in the PKn course at the PPKn Study Program at Unram is carried out through the following steps:1. Problem Identification: This process develops empathy, social concern, and a sense of community. 2. Problem Selection: This stage hones and develops critical thinking/critical minds, communication, and collaboration. 3. Information Gathering: This activity deeply hones students' communication skills, attention to detail, honesty, politeness, and mutual respect. 4. Portfolio Development: This emphasizes collaborative skills and creativity. 5. Showcase and Reflection on Learning Experiences: In this stage, students are trained to present their opinions obtained from the field in an organized and clear manner, using proper language, while building mutual trust within their groups and with others.

Local Wisdom - Based Science Education in The Perspective of Learning Theory

Suciati Suciati — 2026-04-12

The diverse wealth of Indonesia's local wisdom has not been widely utilized as a learning resource. In many studies showed that local wisdom-based science learning encompasses scientific knowledge and holds strong potential for developing higher-order thinking skills and strengthening national identity. This study aims to analyse of local wisdom-based learning from the perspective of learning theories. This research used quantitative descriptive with an analysis literature approach. Sources of research data include the potential analysis of local wisdom-based science learning reviewed from the perspective of learning theories. The findings showed that local wisdom-based science learning aligns with Ausubel’s theory of meaningful learning, Piaget’s theory of cognitive development as personal constructivist, and Vygotsky’s theory of sociocultural learning and Bruner’s theory of inquiry learning. Therefore, it can be concluded that local wisdom-based learning is highly relevant to cognitive development theories and has strong potential to enhance students’ higher order thinking skills and strengthening national identity.

Emotional Regulation, Work Engagement, and In-Role Performance: Evidence from University Lecturers

Cinthia Annisa Vinahapsari — 2026-04-12

Lecturers frequently encounter emotional demands in their daily academic responsibilities, including teaching, mentoring, research, and administrative tasks. These demands require them to manage their emotional expressions in ways that support effective professional performance. Emotional regulation, therefore, becomes an important psychological process that shapes how lecturers’ function in their roles. This study examines how two emotional regulation strategies, surface acting and deep acting, influence lecturers’ in-role job performance. It also analyses the mediating role of lecturers’ engagement, represented by vigour, dedication, and absorption. A quantitative design was employed by distributing an online survey to 271 lecturers at private universities in Central Java, Indonesia, and the data were analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings show that deep acting enhances lecturers’ engagement and in-role performance, whereas surface acting reduces engagement and weakens performance. Mediation analysis indicates that vigour and dedication significantly transmit the effects of emotional regulation on in-role performance, while absorption does not play a mediating role. These results suggest that authentic emotional expression supports higher motivation and energy, which contribute to better job performance, whereas suppressing or faking emotions strains emotional resources and reduces effectiveness. The study highlights the distinct roles of emotional regulation strategies and engagement dimensions in shaping lecturers’ professional outcomes. These insights can help universities develop work environments that support emotional well-being and maintain lecturer performance.

Analysis of Cases of Violence by Teachers in The School Education Environment: A Professionalism and Ethics Perspective

Faudina Permatasari — 2026-04-12

Teacher-perpetrated violence in schools represents a violation of professionalism and ethical codes, which should serve as fundamental guidelines in education. This study examines five cases of physical violence committed by teachers in various educational institutions in Indonesia, encompassing verbal abuse, physical violence, and even sexual harassment. The study aims to identify patterns of violations, causal factors, and the impacts of such violence on students, both physically and psychologically. The research employs a qualitative descriptive method with a case study and literature review approach. Data analysis was conducted by collecting secondary data from previous studies and academic journals. The research is grounded in the theory of teacher professionalism and educational ethics to analyze violent actions committed by educators. The findings reveal that violence stems from teachers’ inability to manage emotions, the use of inappropriate disciplinary approaches, and weak oversight and enforcement of school policies. To prevent violence, professional development, consistent application of ethical codes, and strict monitoring of teacher qualifications are essential to create a violence-free educational environment.