The Effect of Using BUXTON Model in Aquiering Jurisprudence Concepts and Developing the Critical Thinking Skills in Islamic Education Subject for the Ninth-Grade Students

Abstract

Objectives: The study aims to investigate the effect of using the BUXTON model in acquiring Jurisprudence concepts and critical thinking skills in Islamic education for ninth-grade students in Jordan.

Methods: Aquiering Jurisprudence concepts and critical thinking skills tests were used after testing their reliability and validity. The sample of the research consisted of (50) male ninth graders and was divided into two groups: an experimental group and a control group. The experimental group was taught via the BUXTON model while the control group was taught by the traditional method. Moreover, Means, Standard Deviations, and the T-test were used to answer the research questions.

Results: The findings showed significant differences attributed to the jurisprudence concepts acquisition test in favor of the students taught by using the BUXTON model, compared to the students taught traditionally. The mean of students results in the experiment group was (26.48) and the standard deviation was (4.562). While the mean of students’ results in the control group was (22.15) and the standard deviation was (3.429). The value of the T-test was (2.713) in favor of the experimental group. In addition, the findings showed significant differences attributed to the critical thinking skills scale. The mean of students’ results in the experiment group was (30.82) and the standard deviation was (5.451). While the mean of students’ results in the control group was (25.12) and the standard deviation was (4.915).

Conclusions: The use of the BUXTON model was effective in aquiering Jurisprudence concepts and critical thinking skills in Islamic education for the ninth-grade students in Jordan and improving them.