The Effect of the Pinterish Model on the Acquisition of Islamic Concepts among Fifth-Grade Scientific Students and the Development of Their Divergent Thinking
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The current research aims to identify (the effect of the Pinterish model on the acquisition of Islamic concepts among fifth-grade scientific students and the development of their divergent thinking). In order to achieve the goal of the research, the researcher prepared a divergent thinking test consisting of (9) paragraphs and another test for the acquisition of Islamic concepts consisting of (30) paragraphs of multiple-choice type characterized by honesty, stability and objectivity, the researcher followed the experimental design, as the research sample reached (40) students, who were distributed into two groups of (20) students per group, as the first group is experimental taught using the Pinterish model, and the other is a control group that is taught in the usual (traditional) method. The researcher used the arithmetic averages, standard deviations, and the T-test to process and analyze the data, and the results showed that there was a statistically significant difference at the level of (0.05) between the average scores of the experimental group that studies the Holy Qur’an and Islamic education according to the Pinterish model and the control group that studies the Holy Qur’an and Islamic education in the traditional way. In the test of the acquisition of Islamic concepts and the test of divergent-dimensional thinking, there is a difference of statistical significance at the level (0.05) between the mean of the two pre and post tests for the scores of the experimental group that studies the Holy Qur’an and Islamic education according to the Pinterish model in the divergent thinking test and in favor of the post test. In light of the above statement, the researcher recommended teaching (the Pinterish model) in the subject of the Noble Qur’an and Islamic education for middle school students in general, because of its great benefits, including organizing students, building their information on their own and drawing their attention.
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