Abstract
Holy Qur’an and Islamic education for the first intermediate grade, prepared by the researcher himself because there was no ready test in the subject of the Holy Qur’an and Islamic education. For the second intermediate grade, its validity and reliability were verified, and its stability value was (0,83). After the completion of the research tools, The current research aims to identify the effect of the Perkins and Blythe model on the acquisition of Islamic concepts by second-grade intermediate students in the subject of the Holy Qur’an and Islamic education in the academic year (2021-2022). The researcher used the experimental design of the control and the experimental groups with a post-test for both. The experimental group studied according to the Perkins and Blythe model, while the control group studied according to the usual method. The research sample consisted of (51) female students, chosen by the researcher intentionally with (25) female students in the experimental group and (26) female students in the control group. The researcher equalized both groups in some variables, including age calculated in months, the intelligence test, the parents’ academic achievement level, the grade of the Holy Qur’an and Islamic education for the first intermediate grade, and the general average for the first intermediate grade. Achieving the aim of the research required constructing a test for acquiring Islamic concepts in the subject of the he researcher applied the experiment for a whole semester. Then, the data was collected and analyzed statistically with the following results:
* There is a statistically significant difference at the level of significance (0.05) between the average scores of the female students in the experimental group who study using the Perkins and Blythe model, and the female students in the control group who study in the usual way in the achievement and for the benefit of the experimental group. In light of the results, the researcher presented a set of recommendations: the necessity of using modern teaching models, including the Perkins and Blythe model, in teaching the Holy Qur’an and Islamic education at all academic levels, and conducting a study to find out the effect of the Barman model in acquiring Islamic concepts for students of the fourth literary class.
