فاعلية استخدام نموذج التعلم البنائي في تنمية مهارات التفكير الناقد والتحصيل الدراسي في مقرر الفقه لدى طلاب الصف الثالث المتوسط
Aims of the Study: This study aims to identify the effectiveness of using constructive learning model in developing critical thinking and academic attainments in Islamic Jurisprudence. Assumption of the Study: This study has depended on five assumptions, which are summarized in the followings: 1) There are statistical significance differences at α≤0.01 between the means scores of the academic attainments of experimental group and control group in the achievement test within each level separately and all levels as whole after the posttest. 2) There are statistical significance differences at α≤0.01 between the means scores of critical thinking levels among the students of the experimental group and the students of the control group in the test of critical thinking skills within each level separately and all levels as whole after the posttest. 3) There is correlation relationship at 0.01 between the scores of experimental group in the posttest between the test of critical thinking skills and the achievements test. Methodology of the study: The Experimental approach with its quasi-experimental design, which is based on the selection of control group with the pre and post measurement, has been used. Community of the study: It consists of 60 students of the third-grade intermediate students at Brida. They have been divided into two groups; 30 students from Al-Haramain School represent the experimental group, who studied via the constructive learning model, and 30 students from Al-Jazeera School represent the control group, who studied with the tradition method, during the second semester of the academic year 1433H. Tools of the study: Achievement test has been applied, which has the lower levels of aims (remembrance, understanding and application), and the test of critical thinking skills (knowing assumptions, explanation, deduction, derivation and Hajj evaluation), which has been prepared by the researcher on samples of the study after making sue from their reliability and validity. Results of the Study: The accuracy of assumptions has been verified via T-Test of the dependent samples of the four assumptions, whereas Pearson correlation coefficient for testing the fifth assumption. The results of the study are as follows: 1) There are statistical significance differences at α≥0.01 between the means scores of the academic attainments of experimental group and control group in the achievement test within each level separately and all levels as whole after the posttest, in favor of the experimental group. 2) There are statistical significance differences at α≥0.01 between the means scores of critical thinking levels among the students of the experimental group and the students of the control group in the test of critical thinking skills within each level separately and all levels as whole after the posttest, in favor of the experimental group. 3) There is correlation relationship at 0.01 between the scores of experimental group in the posttest between the test of critical thinking skills and the achievements test. 4) There are no statistically significant correlation at 0.01 between the scores of experimental group in the posttest between the test of critical thinking skills and the achievements test. (Author’s abstracts)