Interactive Shadow Puppetry as A Creative Approach in Teaching: A Qualitative Intrinsic Case Study on Excellent Moral Education Teachers

Abstract

The effective inculcation of moral values remains a persistent challenge in Malaysian secondary schools, as Moral Education instruction often textbook centred and teacher directed approaches that limit students’ engagement and internalisation of values. In line with national aspirations for holistic and values-driven education, there is a growing need to explore creative pedagogical practices that meaningfully connect moral concepts with students lived experiences. This qualitative study examines the use of Shadow Puppetry as a creative and interactive pedagogical approach to impart values embedded in the Moral Education textbook. Drawing on semi-structured interviews, classroom observations, and teachers’ journal writings, the study employs thematic analysis to explore participants’ experiences. This article reports findings from a larger qualitative inquiry, focusing specifically on one overarching theme creative interactive pedagogy, with emphasis on the subtheme Shadow Puppetry as a medium for value internalisation. The findings indicate that Shadow Puppetry promotes active participation, emotional engagement, collaborative learning, and contextual understanding of moral values. The study highlights the pedagogical potential of culturally grounded creative arts in strengthening Moral Education practices and contributes to ongoing discussions on innovative, student centred approaches to values education in Malaysia.