Teachers' Perceptions of The Use of Hand Puppets as a Learning Media in Overcoming Disruptive Behavior in Indonesian Language Learning a First Grade at ABC Elementary School

Abstract

Disruptive behavior among first-grade elementary school students in Indonesian language learning remains a persistent challenge in classroom management, largely attributed to monotonous instructional methods and the absence of engaging learning media. This study investigates teachers' perceptions of hand puppets as a learning medium for addressing disruptive behavior in first-grade Indonesian language classes at ABC Elementary School. Employing a descriptive qualitative design, the study engaged three first-grade teachers selected through purposive sampling. Data were gathered via semi-structured interviews, non-participant observation, and documentation, and were subsequently analyzed using the Miles and Huberman interactive model alongside thematic analysis. The findings revealed that the use of hand puppets effectively enhanced students' attentiveness, classroom participation, and emotional engagement, while simultaneously reducing disruptive behavioral incidents. Teachers reported marked improvements in overall classroom dynamics and expressed strong intentions to incorporate hand puppets into future instructional practice. This study concludes that hand puppets constitute a practical, accessible, and low-cost medium that supports both classroom management and interactive learning in early elementary education, particularly in schools with limited pedagogical resources.