HIWAR REFLEKTIF DALAM PENGAJARAN INTERAKTIF PENDIDIKAN ISLAM: ANALISIS SOROTAN LITERATUR
REFLECTIVE DIALOGUE IN INTERACTIVE ISLAMIC EDUCATION TEACHING: A LITERATURE REVIEW
DOI:
https://doi.org/10.35631/IJMOE.831050Keywords:
Hiwar Reflektif (Reflective Hiwar), Interaksi Bermakna (Meaningful Interaction), Pengajaran Interaktif (Interactive Teaching and Learning), Pendidikan Islam (Islamic Education), Pedagogi Dialogik (Dialogik Pedagogy)Abstract
Perkembangan pedagogi dalam pendidikan tinggi menitikberatkan amalan pengajaran dan pembelajaran (PdP) yang bersifat interaktif bagi meningkatkan penglibatan pelajar. Isu peningkatan interaksi bilik kuliah masih berorientasikan penglibatan yang bersifat penyertaan samada interaksi bersemuka mahupun persekitaran hibrid. Namun demikian, perbincangan tentang pedagogi masih tertumpu kepada aspek strategi pengajaran, penggunaan teknologi dan aktiviti kolaboratif tanpa meneliti kualiti dialog, proses refleksi dan penerapan nilai yang membentuk pembelajaran bermakna. Artikel ini bertujuan menghuraikan konsep hiwar reflektif sebagai asas pembentukan interaksi bermakna dalam amalan PdP interaktif Pendidikan Islam. Kajian ini menggunakan sorotan literatur secara naratif bagi meneliti perbincangan tradisi hiwar (dialog) dalam Pendidikan Islam, pembelajaran reflektif, pedagogi dialogik dan proses pembelajaran pedagogi bertahap serta pembinaan adab dalam pendidikan. Hasil analisis literatur menunjukkan bahawa hiwar reflektif dapat difahami sebagai proses dialog pedagogi yang merangkumi tiga dimensi utama iaitu dialogik, refleksi dan nilai. Malah, pembinaan makna pembelajaran diterjemahkan melalui empat komponen konseptual, iaitu hiwar reflektif, refleksi pedagogi, interaksi bermakna serta pembentukan adab dan makna pembelajaran. Oleh itu, impak hiwar reflektif dicadangkan kerangka yang berpotensi memperkukuh kualiti interaksi pedagogi dan PdP yang dinamik bersama elemen berasaskan hikmah, muhasabah dan maklumbalas reflektif.
The development of pedagogy in higher education has increasingly emphasized interactive teaching and learning to enhance students’ engagement. Efforts to enhance classroom interaction continue to prioritize participatory engagement in both face-to-face and hybrid settings, while insufficient attention is paid to the quality of dialogue, reflective processes, and the integration of values. This study explicates the concept of reflective hiwar as a foundation for meaningful interaction in Islamic Education teaching and learning. Using a narrative literature review, it examines the hiwar tradition which consists of reflective learning, dialogik pedagogy, staged pedagogical processes, and the cultivation of adab. Analysis identifies reflective hiwar as a pedagogical dialogue process comprising three dimensions: dialogik, reflective, and value-oriented; and conceptualizes meaningful learning through four interrelated components reflective hiwar, pedagogical reflection, meaningful interaction, and adab formation. A reflective-hiwar framework is proposed to enhance pedagogical interaction by integrating hikmah, muhasabah, and reflective feedback.
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