أثر استراتيجية التساؤل الذاتي في التحصيل الدراسي و تنمية مهارات التفكير الناقد لدى طالبات الصف التاسع المتوسط في وحدة الفقه الإسلامي في دولة الكويت

الملخص EN

This study aims to explore the effect of self-questioning strategy on students achievement and in the development of critical thinking skills among students in 9th grade of Islamic education in Kuwait, through comparing it to the conventional methods of teaching.

The sample of the study consisted of (68) 9th-grade female intermediate students in (4) classes, chosen purposefully.

This sample was divided into two groups ; experimental group consisted of (33) female students who studied according to self-questioning strategy, and control group consisted of (35) female students who studied according to the conventional methods.

To achieve the purposes of the study, the researcher reformulated Al-Fiqh unit in Islamic Education textbook according to the self-questioning strategy, and prepared achievement test and critical thinking (knowledge of assumptions, interpretation, conclusion) test in Al-Fiqh unit for 9th-grade in Islamic education textbook, validity and reliability were ensured.

The results of the study showed a significant positive impact of using self-questioning strategy in the Islamic education teaching among the 9th -grade female students achievement, and also showed the positive impact of teaching Islamic education by using self-questioning strategy on the development of critical thinking skills (knowledge of assumptions, interpretation, and conclusion) among female students.

In addition, there is a positive and statistically significant correlation between the achievement level and the critical thinking skills level among 9th-grade students.

The study cited some recommendations including : the need to include some of educational situations in the Islamic education textbook that requires the use of self-questioning strategy, and prepare a practical guide for Islamic education teachers of 9th-grade on how to prepare and implement the lessons using self-questioning strategy.