THE EFFECT OF USING THE CONCEPT MAPPING STRATEGY ON THE DEVELOPMENT OF REFLECTIVE THINKING SKILLS AMONG THIRD-YEAR SECONDARY SCHOOL STUDENTS IN ISLAMIC EDUCATION

Abstract

This study aimed to identify the effect of using the Concept Mapping Strategy on developing reflective thinking skills among third-grade secondary school students in Islamic Education (Jurisprudence) in Lahj Governorate. To achieve the objectives of the study, the researcher adopted a quasi-experimental approach employing an equivalent-groups design with pre-test and post-test measurements. The study sample consisted of (78) students from Martyr Awad Saleh Al-Sindi School and was selected using a purposive sampling method. The researcher randomly assigned one of the two sections to represent the experimental group.The study instrument consisted of a Reflective Thinking Skills Test comprising (30) multiple-choice items covering the five reflective thinking skills. The findings revealed statistically significant differences at the significance level (0.05) between the mean scores of the experimental and control groups on the Reflective Thinking Skills Test in favor of the experimental group. The results also indicated statistically significant differences among the mean scores of the various reflective thinking skills in favor of the experimental group. Based on these findings, the study recommended emphasizing the use of concept maps within educational curricula due to their effective role in developing learners’ reflective thinking skills. It also recommended providing teachers with training on the use of this strategy to foster different types of thinking and conducting similar studies across various educational stages and subject areas.