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فاعلية استخدام موقع تعليمي تفاعلي في تنمية التحصيل ومهارات التفكير البصري لدى طالبات
الصف الحادي عشر في مادة التربية الإسلامية بسلطنة عمان
 

رابعة الصقرية* و محسن السالمي**

* وزارة التربية والتعليم، سلطنة عُمان

** جامعة السلطان قابوس، سلطنة عُمان

Doi://10.47015/17.3.5                           

JJES,17(3), 2021, 393-406

ملخص: هدفت الدراسة الحالية إلى الكشف عن فاعلية استخدام موقع تعليمي تفاعلي في تدريس مادة التربية الإسلامية على تنمية التحصيل ومهارات التفكير البصري لدى طالبات الصف الحادي عشر بسلطنة عمان. تكونت عينة الدراسة من (62) طالبة، قُسمن إلى مجموعتين؛ تجريبية (30) وضابطة (32). واستخدم المنهج شبه التجريبي. ولتحقيق أهداف الدراسة، أعد اختبار تحصيلي مكون من (20) سؤالًا، تم التحقق من صدق محتواه بعرضه على مجموعة من المحكمين. أما معامل ثباته وفقًا لألفا كرونباخ فبلغ (0.7). كما اسُتخدم اختبار مهارات التفكير البصري، الذي تألف من (23) سؤالاً وزعت على خمس مهارات، وتم التحقق من صدق محتواه بعرضه على مجموعة من المحكمين، وأما معامل ثباته فبلغ (0.70). وقد أظهرت نتائج الدراسة وجود فروق دالة إحصائيًا عند مستوى الدلالة (α =0,05) بين متوسطي درجات طالبات المجموعتين التجريبية والضابطة في الاختبار التحصيلي واختبار التفكير البصري لصالح المجموعة التجريبية التي درست باستخدام الموقع التعليمي التفاعلي.‏


‏(
الكلمات المفتاحية:
موقع تعليمي تفاعلي، التحصيل، مهارات التفكير البصري، التربية الإسلامية).‏


 

The Effectiveness of Using an Interactive Learning Website on Developing Achievement and Visual Thinking Skills among Grade - 11 Female Students in the Islamic Education Subject in Oman

Rabea Al-Sqria, The Ministry of Education, Sultanate of Oman

Mohsin Al-Salmi, Sultan Qaboos University, Sultanate of Oman

 

Abstract:

This study aimed to identify the effectiveness of using an interactive learning website on developing achievement and visual thinking skills among grade - 11 students in the Islamic education subject in Oman. The study sample consisted of (62) female students, divided into two groups: the experimental group included (30) and  the control group included (32) students. The researchers followed the quasi-experimental approach. In order to achieve the study aim, an achievement test consisting of (20) questions was prepared. The validity of its content was verified by presenting it to a group of arbitrators. As for its reliability, it reached (0.72). The visual thinking skills test was used; it contained of five skills covered by (23) questions. A group of arbitrators verified the validity of its content and its reliability reached (0.70). The study results showed that there were statistically significant differences at the level of (0.05) between the students’ mean scores in the experimental and control groups in the achievement test and the visual thinking test in favor of the experimental group that was taught using the interactive learning website.

(Keywords: Interactive Learning Website, Achievement, Visual Thinking Skills, Islamic Education).

 

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