English abstract
This study aims to uncover the extent that Islamic Education Textbooks in Cycle Two grades, Sultanate of Oman schools, cover the proper principles of education as per the Islamic values. The study seeks to achieve this by answering three questions: 1) what are the proper education principles that should be included in Islamic Education textbooks for basic education and post-basic education? 2) How do teachers envisage the distribution of such principles in Islamic Education textbooks? And how much of these principles are currently included in Islamic Education textbooks of Cycle Two grades?
To answer these questions, the researcher developed two tools: the first is a list of (42) proper education principles and the second is a content analysis card which used the "paragraph" as an analysis unit. The validity of these tools was verified by 46 referees, and the reliability was verified by a peer analysis. The two tools scored an agreement of 87%. The study sample consisted of all Islamic Education teachers in Willayat Bausher, Sultanate of Oman totaling 209 teachers, and all the 12 Islamic Education textbooks of Cycle two grades from five to ten. The researcher used the descriptive analytical approach and the statistical tools of frequency and percentages.
The study revealed a frequency rate of 606 of the proper education principles in the textbooks. It further revealed that mental health scored the highest with 53%, while the environmental health scored the lowest with only 1.9%. The study revealed unbalanced distribution of the proper education principles in the Islamic Education textbooks.
In view of these results, the researcher proposes that balance is sought in distributing the proper education principles in the Islamic education textbooks of Cycle Two grades.
