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All Journal Tadbir : Jurnal Studi Manajemen Pendidikan Adabuna: Jurnal Pendidikan dan Pemikiran
Ahmed, Ismael Ibrahim
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Religion Humanities Education Social Sciences

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Challenges of Teaching Philosophy in the Absence of Educational Resources Among Eleventh Grade Teachers in Duhok Governorate Preparatory Schools Ahmed, Ismael Ibrahim
Adabuna : Jurnal Pemikiran dan Pendidikan Vol 5 No 2 (2026): June
Publisher : Program Pascasarjana Institut Agama Islam (IAI) Darullughah Wadda'wah Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/adabuna.v5i2.4421

Abstract

This study provides empirical evidence on resource-related challenges in philosophy education and informs educational decision-makers about targeted support needs for philosophy teachers. This study aimed to identify the challenges of teaching philosophy in the absence of educational resources among eleventh grade teachers in Duhok Governorate preparatory schools according to the following variables: gender, years of teaching experience, academic qualification, and school location. The study sample included 132 male and female philosophy teachers. A questionnaire consisting of 27 items was developed based on relevant literature and distributed to the research sample during November 2025. The study found statistically significant differences at the 0.05 level between the means of sample responses according to gender, years of experience, and academic qualification variables, indicating that the absence of educational resources significantly impacts teaching effectiveness differently based on these demographic factors. Significant interaction effects were also found between gender and years of experience. However, no statistically significant differences were found regarding school location. Based on these findings, the researcher recommended several measures, most importantly the need for educational authorities to provide specialized philosophy resources, establish philosophy resource centers, allocate budgets for philosophical texts and materials, and provide professional development focused on teaching philosophy with limited resources.
The Effectiveness of Discovery Learning Strategy on Achievement Among Eleventh Grade Literary Students in Principles of Philosophy Ahmed, Ismael Ibrahim
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v10i1.16163

Abstract

This study investigated the effectiveness of discovery learning strategy on academic achievement among eleventh-grade literary students in Principles of Philosophy. The researcher employed a quasi-experimental design with two equivalent groups consisting of 62 students purposefully selected from Shanaz Preparatory School for Girls during the 2024-2025 academic year. The sample was randomly divided into an experimental group (n=31) taught using discovery learning strategy and a control group (n=31) receiving traditional instruction. After verifying group equivalence across six variables, the researcher covered the second unit of the curriculum, comprising three chapters: Epistemology and Theory of Knowledge, Metaphysics and Reality, and Philosophy of Mind. To achieve research objectives, the researcher developed 30 detailed lesson plans for each group and constructed an achievement test consisting of 35 items in its final form, distributed across Bloom's cognitive levels (Remember, Understand, Apply, Analyze). After establishing validity (CVI=0.91) and reliability (α=0.86), data were analyzed using independent samples t-test. Results revealed statistically significant differences favoring the experimental group on the achievement test (t=5.874, p<0.001, η²=0.36). Based on these findings, the researcher proposed several recommendations and suggestions for future research.
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