Improving Students’ Achievement and Jurisprudential Analysis Skills: A Proposed Teaching Model Based on Integrating WebQuests and the Flipped Classroom
DOI:
https://doi.org/10.54536/ajet.v3i4.3394Keywords:
Flipped Classroom, Islamic Jurisprudence, Teaching Models, WebquestAbstract
This research aimed to examine the effect of a proposed teaching model based on integrating Web Quests and the flipped classroom on Students’ achievement and jurisprudential analysis skills among secondary school students and their attitudes towards it. The study employed a quasi-experimental design to compare achievement and jurisprudential analysis test scores between experimental and control groups. In addition, a qualitative approach was used to determine how students viewed the implementation of the experimental model. The research sample consisted of 89 students, divided into control and experimental groups based on their pre-test scores. As a result, the suggested teaching methodology had a statistically significant favourable influence on academic success in developing jurisprudential analytical abilities, with the experimental group outperforming the control group. Moreover, the teaching methodology improved students’ attitudes. The integrated method improves academic achievement and student engagement in Jurisprudence. Moreover, future research can be enhanced by adopting effective teaching methods for jurisprudence and other Sharia science courses, investigating the proposed teaching approach in diverse subjects to improve student performance, enriching the jurisprudence course with real-world examples, and incorporating jurisprudential analysis and debates to enhance students’ critical thinking and evaluation skills.
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Copyright (c) 2024 Rashid Abdul Kareem, Abdul Malik Alsarraa, Riyadh Alhassan
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