Cultivating Emotional Intelligence through Creative Drama Based on the Rukun Negara Framework among IPG Trainee Teachers

This article assesses the effectiveness of creative drama, specifically physical acting techniques and devised play, in cultivating emotional intelligence and an appreciation for the values of Rukun Negara among trainee teachers at the Teacher Education Institute (IPG). This study aims to explore how drama activities can help trainee teachers understand the five principles of Rukun Negara in more depth and connect them to real social and educational situations. The objectives include identifying the effects of creative drama on the development of empathy, social awareness, emotional control and moral reasoning of participants. The study employs a qualitative design, utilising the case study method. Data were obtained through observation, interviews and reflection analysis during the “EQ Rukun Negara” workshop, which lasted for three months and involved 26 teacher trainees. Creative drama activities included role-play, improvisation, social simulation, and devised play, which provided opportunities for participants to interpret societal issues and apply national values in the context of staging. Findings showed that creative drama was effective in improving participants’ emotional intelligence, particularly in the aspects of empathy, perspective-taking, ethical communication and emotional control. Teacher trainees also achieved Affective Domain Level 3 (Appreciation) when they not only understood values intellectually, but also expressed them through dramatic actions that reflected respect, social responsibility, and cultural sensitivity. The activities carried out also succeeded in strengthening participants’ understanding of the principles of Rukun Negara through more authentic and meaningful embodied experiences. The study conclusions confirmed that creative drama is a relevant pedagogical approach in teacher training, with great potential to help IPG produce teachers who are empathetic, ethical, and capable of fostering social harmony. Significant implications were also identified for the Ministry of Education, curriculum developers and educational practitioners in designing training modules based on values and emotional intelligence.