(The Effectiveness of the Generative Learning Model in Developing Scientific Thinking Skills among Fifth-Grade Preparatory Female Students in the Subject of the Holy Qur'an and Islamic Education)
Keywords:
Generative Learning Model, Scientific Thinking Skills, Fifth-Grade Preparatory Female Students, the Holy Qur'an and Islamic EducationAbstract
The present study aimed to investigate the effectiveness of the Generative Learning Model in developing scientific thinking skills among fifth-grade preparatory female students in the subject of the Holy Qur'an and Islamic Education. The researcher adopted a quasi-experimental design with partial control. The study population consisted of fifth-grade preparatory female students in the scientific branch enrolled in public daytime secondary and preparatory schools for girls affiliated with the Baghdad Al-Karkh First Directorate of Education.The research sample consisted of 70 students, with 35 students assigned to the experimental group and 35 students assigned to the control group. The researcher established equivalence between the two groups with respect to the following variables: Raven's Intelligence Test, chronological age in months, mid-year examination scores in the subject of the Holy Qur'an and Islamic Education, the pre-test of scientific thinking skills, and parents' educational attainment.The researcher formulated 156 behavioral objectives and developed the research instrument, namely a Scientific Thinking Skills Test consisting of 30 multiple-choice items. The validity and reliability of the test were established. The statistical methods employed included the Chi-square test, the independent-samples t-test, the item difficulty and ease indices, the item discrimination index, the distractor effectiveness index, Cohen's equation, and Eta squared.The findings revealed a statistically significant difference at the 0.05 level between the mean post-test scores of the experimental and control groups in favor of the experimental group. The results also indicated a statistically significant difference at the 0.05 level between the pre-test and post-test mean scores of the experimental group in favor of the post-test, demonstrating the effectiveness of the Generative Learning Model in enhancing students' scientific thinking skills.
