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All Journal Tadbir : Jurnal Studi Manajemen Pendidikan TA'LIM : Jurnal Studi Pendidikan Islam Jurnal Educative: Journal of Educational Studies
Ismael Ibrahim Ahmed
University of Duhok
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Effectiveness of Discovery Learning Strategy on Achievement Among Eleventh Grade Literary Students in Principles of Philosophy Ismael Ibrahim Ahmed
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.
Enhancing Philosophical Concept Acquisition Through The 5E Learning Cycle Model Ismael Ibrahim Ahmed
Jurnal Educative: Journal of Educational Studies Vol. 11 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v11i1.11334

Abstract

This quasi-experimental study investigated the effectiveness of the 5E Learning Cycle Model (Engage, Explore, Explain, Elaborate, Evaluate) in enhancing philosophical concept acquisition among eleventh-grade students in the Kurdistan Region of Iraq. Seventy-two male students from Sêmêl Preparatory School for Boys participated during the 2024–2025 academic year. Two intact eleventh-grade sections were randomly assigned to conditions, with the experimental group (n = 38) receiving instruction structured according to the five phases of the 5E model and the control group (n = 34) taught using conventional, textbook-centered methods. Instructional content covered three chapters from the Grade 11 Philosophy textbook: Introduction to Philosophy, Logic and Critical Thinking, and Ethics and Moral Philosophy. A 30-item philosophical concept acquisition test assessing definition, discrimination, and application levels (Kuder-Richardson 20 reliability = .83) was administered as both pre-test and post-test. Independent samples t-test revealed statistically significant differences (p < .05) favoring the experimental group in post-test performance (t = 7.214, df = 70). A paired samples t-test confirmed substantial within-group improvement in the experimental group (t = 18.936, df = 37). Large effect sizes (Cohen’s d = 1.71 and d = 4.07) underscore the practical significance of these findings, although the magnitude of these effects should be interpreted in light of the single-site sample, the relatively small group sizes, and the nine-week intervention duration. These results support the integration of the 5E Learning Cycle Model into secondary philosophy curricula and highlight the need for professional development programs that equip teachers with constructivist pedagogical skills. A key limitation is the single-school, all-male sample and the nine-week intervention period, which constrain generalizability and preclude assessment of long-term retention. The study’s novelty lies in extending the 5E model—previously examined mainly within science and mathematics education—into philosophy instruction within a Kurdish secondary school context, an area in which empirical evidence has thus far been absent.
THE EFFECTIVENESS OF USING PERKINS AND BLYTHE TEACHING MODEL IN ACQUIRING PHILOSOPHICAL CONCEPTS AMONG ELEVENTH GRADE SECONDARY STUDENTS Ismael Ibrahim Ahmed
TA'LIM : Jurnal Studi Pendidikan Islam Vol. 9 No. 1 (2026): January
Publisher : Program Studi Pendidikan Agama Islam Fakultas Agama Islam Universitas Islam Darul 'Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/talim.v9i1.12283

Abstract

This experimental study investigated the effectiveness of the Perkins and Blythe Teaching for Understanding framework in enhancing philosophical concept acquisition among eleventh-grade students in Kurdistan Region, Iraq. Seventy-two male students from Sêmêl Preparatory School participated in this quasi-experimental design with partial control during the 2024-2025 academic year. The experimental group (n=37) received instruction usFbating the Perkins and Blythe model, while the control group (n=35) followed conventional teaching methods. The study covered three chapters from the Grade 11 Philosophy textbook: Introduction to Philosophy, Logic and Critical Thinking, and Ethics and Moral Philosophy. A 30-item concept acquisition test measuring definition, discrimination, and application levels was administered as pre-test and post-test. Independent samples t-test revealed statistically significant differences (p<0.05) favoring the experimental group in post-test comparison (t=7.528). Paired samples t-test showed significant improvement within the experimental group between pre-test and post-test (t=19.842). The experimental group demonstrated superior performance across all three concept acquisition levels. These findings suggest that the Perkins and Blythe framework promotes deeper understanding of philosophical concepts compared to traditional methods, supporting its integration into philosophy curricula and warranting professional development programs for secondary teachers.
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