مدى تمكن معلمات الدراسات الإسلامية في المرحلة المتوسطة من أبعاد التفكير التوليدي " بحث تقويمي "

Abstract:
This study aimed to identify the proficiency level of middle school Islamic Studies teachers in the dimensions of generative thinking and to propose a conceptual framework for improving their performance based on these dimensions. The study adopted the descriptive (survey) methodology; with a sample of 86 teachers who were assessed using a generative thinking test. The finding revealed that the overall performance of Islamic Studies teachers in light of generative thinking dimensions was moderate, with a general average score of 53.59. Among the dimensions, the skill of identifying errors and fallacies ranked highest with an average score of 14.06, followed by fluency at an average of 8.93, flexibility at 7.97, and prediction based on data at 9.43. The skill of hypothesis formulation and assumption identification ranked fifth with an average score of 7.00, and finally, the skill of critical evaluation ranked sixth with an average score of 6.21. Additionally, the results indicated no significant differences in the proficiency level of Islamic Studies teachers in light of generative thinking dimensions based on the variables of academic qualification and years of professional experience.
Keywords: Proficiency level, Islamic Studies teachers, middle school, generative thinking dimensions, evaluative study.