English abstract
This study investigated the impact of using infographic technique based on
Marzano's Dimensions of Learning Model on developing habits of mind, acquiring
Islamic concepts, and fostering moral self in tenth-grade female students in Islamic
education considering their academic achievement. A quasi-experimental design was
employed with 273 participants divided into an experimental group (n=139) receiving
instruction using infographic-based materials and a control group (n=134) receiving
traditional instruction.
The study objectives were achieved through an educational program using
infographic technique based on Marzano's model and infographic design standards.
Three study tools—a habits of mind measure, an Islamic concepts acquisition test, and
a moral self measure—were developed and assessed for validity and reliability,
meeting the study's requirements.
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To answer the study questions and test the associated hypotheses, two-way
MANCOVA and two-way ANCOVA were used. The results showed statistically
significant differences in favor of the experimental group students in all habits of mind,
acquisition of Islamic concepts, and in all aspects of moral self. The results also
showed a statistically significant difference in the development of habits of mind in
the habits of (thinking flexibly, listening with understanding and empathy, and
applying prior knowledge to new situations) attributed to academic achievement (high
and low), in favor of the experimental group students with high academic achievement.
The absence of a statistically significant difference between the means of the students'
scores in the post-application of the Habits of Mind Scale was attributed to academic
achievement in the first (perseverance) and second (caution and avoidance of rashness)
habits.
The presence of a statistically significant difference in the acquisition of Islamic
education concepts among tenth-grade students was attributed to academic
achievement (high and low) in favor of the experimental group students with high
academic achievement. The absence of a statistically significant difference between
the means of the students' scores in the post-application of the Moral Self Scale was
attributed to academic achievement (high and low) in all aspects of moral self. The
results also showed a statistically significant interaction in the Habits of Mind Scale
for tenth-grade students between the teaching method (infographic technique based on
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Marzano's Dimensions of Learning Model and prevailing teaching methods) and
academic achievement (high and low) in all habits except the third habit (thinking
flexibly).
The presence of a statistically significant difference in the acquisition of Islamic
concepts among tenth-grade students who studied using (infographic technique based
on Marzano's Dimensions of Learning Model) and the average scores of students who
studied using the traditional method was attributed to the interaction between the
teaching method (infographic technique based on Marzano's Dimensions of Learning
Model and the traditional method) and academic achievement (high, low) in favor of
high-achieving students. The absence of a statistically significant difference in the
Moral Self Scale for tenth-grade students was attributed to the interaction between the
teaching method (infographic technique based on Marzano's Dimensions of Learning
Model and prevailing teaching methods) and academic achievement (high and low) in
developing moral self.
The study presented a set of recommendations considering the study findings, the
most important of which are:
• Revising the planning of Islamic education textbooks and organizing them in
the different stages to include educational activities and tasks to develop habits
of mind, moral self, and acquire concepts.
• Training students on other habits of mind related to Islamic education at
different stages of education.
• Working on developing curricula in line with the requirements of the current
time, which increasingly relies on modern technologies in all aspects of life.
• Organizing workshops and training courses for Islamic education teachers and
trainers on how to use infographic techniques and methods of its preparation
and design.
• The necessity of using Marzano's model in teaching Islamic education, and in
different stages of education.
