تقويم كتاب الدراسات الإسلامية للصف الثالث المتوسط في ضوء المعايير المعاصرة للكتاب المدرسي و آراء المختصين

Abstract EN

The study aimed to evaluate the Islamic studies textbook for the third intermediate grade in the light of contemporary criteria and the opinions of specialists.

to achieve the objectives of the study, the descriptive methodology was used.

the study population consisted of the Islamic studies textbook for the third intermediate grade for the school year (1443 AH-2021), and the study sample was the same as the study population.

the tool of the study was an analysis card for the content of the syllabus prepared by the researcher, which consisted of a list of contemporary criteria for the quality of the textbook.

the card included (6) criteria with different indicators for the Islamic studies course.

among the most important findings of the study was that the most contemporary textbook criteria available in the Islamic studies textbook for the third intermediate grade (with a high degree) are the criteria for content and activities, and the least available (with a low degree) are the criteria for introduction, and the technical criteria related to book design and editing ; the specialists' responses to the questionnaire indicated that the contemporary textbook criteria are available in the Islamic studies textbook for the third intermediate grade, with a moderate degree ; the least available axis of the questionnaire was "criteria for the introduction" axis, while the "technical criteria for book design and editing" axis was the most available axis of the questionnaire ; there are statistically significant differences between the averages of the specialists' responses to the total questionnaire "detecting the availability of contemporary textbook criteria in the Islamic studies textbook for the third intermediate grade" ; there are no statistically significant differences between the averages of the specialists' responses to the total questionnaire and on its six sub-axes according to the "years of experience" variable.

; there is agreement between the results of the content analysis and the results of the questionnaire analysis in the "criteria related to objectives, evaluation, book design and editing", where the availability of these criteria was moderate ; there is disagreement between the results of the content analysis and the results of the questionnaire analysis in the "introduction criteria" axis, as these criteria according to the results of the content analysis were available to a small degree, and according to the results of the questionnaire analysis, were available to a medium degree, while the axes of "criteria for content and activities", they were according to the results of the content analysis available to a large degree, and according to the results of the questionnaire analysis, were available to a moderate degree ; and there is a difference between the ranking of contemporary textbook criteria according to the results of the content analysis and the results of the questionnaire analysis.

one of the most important recommendations was to pay attention to the calibration of Islamic studies books and to identify strengths, strengthen them and address weaknesses in the light of contemporary criteria of textbook quality.

one of the most important recommendations was paying attention to the evaluation of Islamic studies textbooks and identifying and promoting strengths, and identifying weaknesses and addressing them in the light of contemporary quality criteria for textbooks.