أثر استخدام التعلّم المُدمَج في تنمية بعض مهارات القرن الحادي والعشرين لدى طالبات الصف الحادي عشر بمادة التربية الإسلامية
الكلمات المفتاحية:
التعلّم المُدمَج، مهارات القرن الحادي والعشرين، التربية الإسلاميةالملخص
هدفت هذه الدراسة إلى معرفة أثر استخدام التعلّم المُدمَج في تنمية بعض مهارات القرن الحادي والعشرين لدى طالبات الصف الحادي عشر بمادة التربية الإسلامية، وتكونت عينتها من (60) طالبة، قسمت إلى مجموعتين؛ (29) تجريبية و(31) ضابطة. واستخدم فيها المنهج شبه التجريبي. ولتحقيق أهداف الدراسة، أُعِدَّ مقياسُ مهارات القرن الحادي والعشرين، وهو مكوّن من (42) عبارة موزّعة في محورين، تم التحقق من صدق محتواه بعرضه على مجموعة من المُحكّمين، أمّا معامل ثباته فبلغ (0,85)، كما تمت الاستعانة باختباري التفكير الابتكاري لتورانس والتفكير الناقد لواطسون وجليسر؛ اللذين تم عرضهما على المتخصّصين للتحقق من مدى ملاءمتها للبيئة العُمانية ومستويات طلبة الصف الحادي عشر، وقياس ثباتهما بحساب معامل كرونباخ ألفا، الذي بلغا (0.78، 0.65) على التوالي. وقد أظهرت نتائج الدراسة وجود فروق دالة إحصائيا عند مستوى الدلالة (0,05α≤) بين متوسطي درجات طالبات المجموعة التجريبية والمجموعة الضابطة في مقياس مهارات القرن الحادي والعشرين واختبار التفكير الابتكاري لصالح المجموعة التجريبية، في حين لا توجد فروق بين ذات دلالة إحصائية في أداء الطالبات لاختبار التفكير الناقد. وأوصت الدراسة باستخدام التعلّم المُدمَج في تدريس التربية الإسلامية نظرًا إلى فاعليته في تنمية بعض مهارات القرن الحادي والعشرين.
التنزيلات
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