فاعلية استراتيجية الموازنة القيمية متعددة المنظور في تنمية الاستدلال الأخلاقي ونقل أثر التعلم بالتربية الإسلامية لدى طالبات الرابع الإعدادي

Abstract

This study investigated the effectiveness of a Multi-Perspective Value-Balancing Strategy in developing moral reasoning and learning transfer among fourth-grade preparatory female students in Holy Qur’an and Islamic Education. A quasi-experimental design was employed with eighty students from Bab Al-Ilm Secondary School, Baghdad Al-Karkh First Directorate, equally assigned to experimental and control groups. The experimental group received instruction through the proposed strategy, whereas the control group received regular instruction. A pretest-posttest moral reasoning test and a posttest learning-transfer test were administered. Results showed no significant pretest difference in moral reasoning, followed by a clear posttest advantage for the experimental group, with means of 18.175 and 14.250, respectively. The experimental group also outperformed the control group in learning transfer by 3.925 points. Overall, the findings indicate that value analysis, perspective taking, evidence-based reasoning, balancing alternatives, and applying principles to new situations can strengthen moral reasoning and facilitate learning transfer in Islamic education.