درجة تضمين مفاهيم القيم الإسلامية في نصوص القراءة في كتب اللغة العربية للصفين الرابع والخامس في الأردن
The study aimed to identify the degree to which the concepts of Islamic values are included in reading text in the Arabic language books for the fourth and fifth grades in Jordan. To achieve this goal, the researcher followed the analytical descriptive approach, as she prepared a list of the necessary values at this stage within eight domains: the spiritual domain, the social domain, the moral domain, the economic domain, the scientific domain, the political domain, the interdisciplinary domain, and aesthetic domain. After the researcher was sure of the validity of the tool, she analysed the reading texts in the books of the Fourth and Fifth grades, which represent the study sample, and then confirmed the stability of the analysis, as the stability rate reached (0.95), (0.96) respectively for the two grades. The results of the study showed that the books for both grades included all concepts of values, and they were arranged as follows: In the reading texts for the fourth grade: the economic field came at a rate of (1.00), Social (15.7), Scientific (13.39), Political (12.60), Spiritual and Ethical (10.24), Environmental (8.66), and Aesthetic (4.72). In reading texts for the fifth grade: the scientific field came with a percentage of (19.43), the spiritual field with a percentage of (17.71), the social and political field with a percentage of (15.43), and the environmental field with a percentage of (9.71), moral (9.14), economic (6.86), and aesthetic (6.29) while the percentage decreased in most of the other values concepts available in the books of the two grades, and a very large group of them were absent and were not answered at all, such as: 1) Remembrance of God and praising him, supplication, seeking forgiveness and repentance, eating etiquette, visiting the sick, honouring the guest. and being good neighbours, spreading peace, abandoning backbiting, enjoining good and forbidding evil, obeying elders without disobeying God and abstaining from sins. 2) Asking and saving, combating unemployment, fulfilling enough, renouncing extravagance, loyalty to God, shura, calling for unity, smoking, cleanliness of the neighbourhood, organizing gardens, and taking care of clothing. 3) Reading texts so that they contain all the desired values in a balanced way, and increasing the interest of Arabic language teachers in extracting the values contained in the texts and showing them during the preparation of lessons so that they are instilled in the student' conscience. (Author’s abstract)