Didactic Transposition: Exploring Knowledge To Be Taught In Ḥiwār Learning Materials For Grade 5th

Meisa Yasmin Nuha; Asep Sopian; Shofa Musthafa Khalid; Hikmah Maulani; Muhammad Zidan Dzulfikar

doi:10.21154/jr2nad40

Authors

Meisa Yasmin Nuha Indonesia University of Education Author
Asep Sopian Indonesia University of Education Author
Shofa Musthafa Khalid Indonesia University of Education Author
Hikmah Maulani Indonesia University of Education Author
Muhammad Zidan Dzulfikar Islamic University of Madinah Author

DOI:

https://doi.org/10.21154/jr2nad40

Keywords:

Transposition, Didactics, Arabic , Hiwār

Abstract

Teaching ḥiwar in elementary schools necessitates the transformation of curriculum content into contextually relevant and teachable materials. However, many educators tend to rely exclusively on textbooks, resulting in a disconnect between curriculum objectives and classroom practices. This study investigates the process of didactic transposition at the knowledge level in fifth-grade Arabic ḥiwar lessons, emphasizing how teachers adapt curriculum guidelines into practical learning resources. Utilizing a qualitative phenomenological approach, data were gathered through document analysis of curriculum and teaching modules, complemented by unstructured interviews with an Arabic language teacher. A praxeological study served as a framework for document analysis. The findings indicate that while the teaching modules formally align with curriculum objectives, they are seldom utilized as effective teaching tools. Educators often depend on textbooks, overlooking contextual scaffolding and systematic strategies, which leads to fragmented material delivery. This disconnect hampers students' communication skills and diminishes the effectiveness of the ḥiwar method in enhancing speaking abilities. This study underscores the necessity for dynamic teaching modules that incorporate explicit learning indicators, contextual materials, and clear instructional techniques. Strengthening the alignment between curriculum, modules, and classroom practices can mitigate didactic misalignment and enhance learning outcomes. Future research should investigate technology-based and interactive resources to optimize the transposition of didactic learning in Arabic ḥiwār.

Abstrak

Mengajarkan ḥiwār di sekolah dasar memerlukan transformasi konten kurikulum menjadi materi yang bermakna secara kontekstual dan dapat diajarkan. Namun, banyak guru hanya mengandalkan buku teks, sehingga menciptakan kesenjangan antara tujuan kurikulum dan praktik kelas. Studi ini meneliti proses transposisi didaktik pada tahap pengetahuan yang akan diajarkan dalam pelajaran ḥiwār bahasa Arab kelas lima, dengan fokus pada bagaimana guru mengadaptasi pedoman kurikulum menjadi materi pembelajaran praktis. Dengan menggunakan pendekatan fenomenologi kualitatif, data dikumpulkan melalui analisis dokumen kurikulum dan modul pengajaran, serta wawancara tidak terstruktur dengan seorang guru bahasa Arab yang selanjutnya dilakukan kajian praxeology sebagai alat untuk analisis dokumen. Temuan ini mengungkapkan bahwa meskipun modul pengajaran secara formal mencerminkan tujuan kurikulum, modul tersebut jarang diterapkan sebagai alat pengajaran fungsional. Guru cenderung bergantung pada buku teks, mengabaikan perancah kontekstual dan strategi sistematis, yang mengakibatkan penyampaian materi terfragmentasi. Ketidaksesuaian ini membatasi kemampuan komunikasi siswa dan mengurangi efektivitas metode ḥiwār dalam mengembangkan keterampilan berbicara. Studi ini menyoroti perlunya modul pengajaran dinamis yang mengintegrasikan indikator pembelajaran yang eksplisit, materi kontekstual, dan teknik pengajaran yang jelas. Memperkuat keselarasan antara kurikulum, modul, dan praktik di kelas dapat mengurangi kesenjangan didaktik dan meningkatkan hasil pembelajaran. Penelitian di masa mendatang sebaiknya mengeksplorasi sumber daya berbasis teknologi dan interaktif untuk mengoptimalkan transposisi didaktik pembelajaran ḥiwār bahasa Arab.

Downloads

Download data is not yet available.

References

Achiam, M., Sains, D. P., & Kopenhagen, U. (2014). Transposisi Didaktik : Dari gagasan teoretis hingga program penelitian.

Aiyub, A. (2023). Ways of thinking siswa dalam menyelesaikan masalah pola bilangan non rutin: Suatu penelitian fenomenologi hermeneutik. Journal of Didactic Mathematics, 4(2), 65–76. Doi: 10.34007/jdm.v4i2.1851.

Alfianor, A. (2022). Strategi Pengajaran Bahasa Arab dii MI Rakha Amuntai. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 6(1), 78. Doi: 10.35931/am.v6i1.867.

Allail, C. A., Sopian, A., Saleh, N., & Maulani, H. (2025). Analisis Prakseologi Buku Ajar Bahasa Arab untuk Madrasah. 2(2). Doi: 10.32332/ijalt.v7i01.10066.

Ananda, S., Sobah, S. D., Ika, Suljamo, C., & Setiawan, A. (2025). Pembelajaran Bahasa Arab yang Dinamis dan komunikatif Melalui Al Hiwar. Bandung: PT Pena Muda Media.

Andriatna, R., Imam, S. (2024) Didactic Transposition from Scholarly Mathematics to School Mathematics : The Case of Function Concept. Mosharafa : Jurnal Pendidikan Matematika 13, no. 1: 215–30.

Annisa, I. T., Rahmadani, H., & Basuki, D. D. (2022). Implementasi Metode Hiwar Pada Mata Pelajaran Bahasa Arab di Sekolah Dasar Persepsi Guru dan Siswa. Gerimis, 1(01), 1–11.

Aulia, N., & Baroroh, R. U. (2024). Innovation of Qawaid Nahwiyah Assessment in Arabic Textbooks Class XII Based on HOTS Assessment. International Journal of Arabic Language Teaching, 6(01), 82. Doi : 10.32332/ijalt.v6i01.8678

Chevallard, Y. (1989). On didatic transposition theory: some introductory notes. International Symposium on Selected Domains of Research and Development in Mathematics Education, 1–9. http://yves.chevallard.free.fr/spip/spip/article.php3?id_article=122

Damayanti, E., Ramadianti, W., & Jumri, R. (2025). Didactic Transposition Analysis on Line and Angle Concepts. 4(1), 149–158.

Dirjen Pendis. (2022). Capaian Pembelajaran PAI dan Bahasa Arab Kurikulum Merdeka pada Madrasah.Jakarta: Kementrian Agama.

Eatough, V., & Smith, J. (2017). Birkbeck Institutional Research Online Interpretative Phenomenological Analysis. In Handbook of Qualitative Psychology.

Hidayah, L. (2023). Analisis metode ḥiwār pada pembelajaran bahasa Arab terhadap hafalan mufradāt siswa kelas V di SD Islam An-Nawawiyyah Rembang. STAI Al Anwar.

Jamilah, J., Suryadi, D., & Priatna, N. (2020). Didactic transposition from scholarly knowledge of mathematics to school mathematics on sets theory. Journal of Physics: Conference Series, 1521(3). Doi : 10.1088/1742-6596/1521/3/032093.

Jubhari, Y., Sasabone, L., & Nurliah, N. (2022). The Effectiveness of Contextual Teaching and Learning Approach in Enhancing Indonesian EFL Secondary Learners’ Narrative Writing Skill. REiLA : Journal of Research and Innovation in Language, 4(1), 54–66. Doi : 10.31849/reila.v4i1.8633.

Junaeti, E., Dadang J., Eka F., and Joey M., (2023). From Scholarly Knowledge to Knowledge to Be Taught: The Case of Vector Introduction. Journal of Didactic Studies 1, no. 1: 1–10.

Lee, H., & Lee, J. H. (2015). The Effects of Electronic Glossing Types on Foreign Language Vocabulary Learning: Different Types of Format and Glossary Information. Asia-Pacific Education Researcher, 24(4), 591–601. Doi : 10.1007/s40299-014-0204-3.

Matrokhim, M. (2021). Students’ Self-Assessment of Arabic Speaking Skill. International Journal of Arabic Language Teaching, 3(02), 185. Doi : 10.32332/ijalt.v3i02.4208.

Maulani, H., Syafei, I., & Muthmainah, N. (2025). Didactic Transposition in Reading Material : Linking Knowledge to be Taught and Assessment for Learning Hikmah. Junal Kependidikan : Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Penedidikan, Pengajaran, 11, (12).

Mukti, A., & Ritonga, A. A. (2024). Rediscovering the Hiwar Method : Revitalizing An- Nahlawi ’ s Dialogue Approach in Contemporary Islamic Education. 16, 5698–5705. Doi : 10.35445/alishlah.v16i4.6366.

Muthmainnah. (2022). Modul Ajar Bahasa Arab Sekolah Dasar Islam Riyadhus Shalihin. Bekasi: Riyadhus Shalihin

Naila, S. (2022). Implementasi Metode Muhawaroh Untuk Meningkatkan Kemampuan Siswa Dalam Pembelajaran Bahasa Arab. Pendidikan Bahasa Dan Sastra Arab, III(2), 17–24.

Nisa, R., & Kudus, R. (2024) Implementasi Penggunaan Metode Hiwar Pada Pembelajaran Bahasa Arab Untuk Meningkatkan Maharah Al-Kalam pada Siswa Madrasah Tsanawiyah di Kabupaten Gowa. 4(6), 210–217.

Nurbayan, Y., & , Anwar Sanusi , Neneng Sri Wulan, Z. bin I. (2024). Pedagogical Competence Design: Arabic Teaching as a Foreign Language based on a Praxeological Approach. ALSUNIYAT: Jurnal Penelitian Bahasa, Sastra, Dan Budaya Arab, 7(2), 266-290. Doi: https://doi.org/10.17509/alsuniyat.v7i2.73132.

Oliveira, A., Nilceia D., “Tasks About Impossible Random Events: A Pedagogical Game as a Teaching Tool for the Early Years of Elementary School.” Acta Scientiae 25, no. 6 (2023): 183–208. https://doi.org/10.17648/acta.scientiae.7654.

Pauji, I., Suryadi, D., Bin, M. A., Setambah, B., & Hendriyanto, A. (2023). Learning Obstacle In The Introduction To Number: A Critcal Study Within Didactical Design Research Framework. X. Indonesian Journal of Science and Mathematics Education Doi: 10.24042/ijsme.v5i1.19792

Prihandhika, A., Fatimah, A. E., & Sujata, T. (2024). Studi transposisi didaktik terhadap mahasiswa calon guru matematika: Tinjauan pada konteks knowledge to be taught dalam konsep turunan. Journal of Didactic Mathematics, 4(3), 168–179. Doi: 10.34007/jdm.v4i3.1966

Putri, A. U., Sopian, A., Supriadi, R., Maulani, H., & Alfarizi, M. F. (2025). Learning obstacles of al-Afʿāl al-Muʿrabāt among Madrasah Tsanawiyah students. LingTera, 12(1), 11–21. Doi: 10.21831/lt.v12i1.83381

Sopian, A. (2022). Pembelajaran Bahasa Arab Di Era Revolusi Industri 4.0 Studi Character Building di Boarding School (p. 136). Bandung: UPI Press.

Taber, K. S. (2018). Scaffolding learning: Principles for effective teaching and the design of classroom resources. Effective Teaching and Learning: Perspectives, Strategies and Implementation, September 2018, 1–44.

Unaenah, E., Suryadi, D., & Turmudi. (2023). Studi Transposisi didaktik: Eksplorasi Taught Khowledge Pada Topik Pecahan Kelas V Sekolah Dasar. Attadib : Journal of Elementary Education, 7(1).

W.Creswell, J. (2017). ; Pendekatan Metode Kualitatif, Kuantitatif, dan Campuran Edisi Keempat John W.Creswell. Research Design.

Yang, P.-L., & Wang, A.-L. (2015). Investigating the Relationship Among Language Learning Strategies, English Self-Efficacy, and Explicit Strategy Instructions. Taiwan Journal of TESOL, 121, 35–62.