تحليل أَنْشطة كُتب التربيَة الإسلاميَّة للمرحلة الثانويَّة في الأردن في ضوء مَبادئ النظريَّة البنائيَّة

The Extent to Which Constructivist Theory Principles are Incorporated in the Activities of the Developed Islamic Education Textbooks for the Secondary Stage in Jordan

Abstract

Abstract

This study examines how closely Jordan’s newly developed secondary Islamic Education textbooks align with constructivist principles. The descriptive analytical approach was adopted in the study, which used as its sample the developed version of these textbooks for the academic year 2025/2026. The researcher implemented a content analysis tool consisting of 4 main domains, which were distributed into 14 indicators after verifying the tool’s validity. The results revealed that the frequencies of the first domain (previous religious knowledge and expertise), the third domain (development of thinking skills and mental processes), and the fourth domain (authenticity of religious knowledge and its connection to the social environment) were the highest in the 11th-grade textbook. The second domain (active construction and self-organization of religious knowledge) was the highest in the 12th-grade textbook. The study recommends employing the constructivist theory principles in a balanced and integrated way across the textbook activities.

Keywords: Activities, Islamic Education, Secondary Stage, Constructivist Theory.