PENERAPAN METODE MAKE A MATCH UNTUK MENINGKATKAN HASIL BELAJAR AQIDAH AKHLAK PESERTA DIDIK KELAS II MI HIDAYATUL MUBTADIIN WATES SUMBERGEMPOL TULUNGAGUNG - Institutional Repository of IAIN Tulungagung

ABSTRAK
Skripsi dengan judul “Penerapan Model Pembelajaran Kooperatif melalui
Strategi Crossword Puzzle untuk Meningkatkan Hasil Belajar Fiqih Peserta Didik
Kelas IV MI Hidayatul Mubtadi’in Wates Sembergempol Tulungagung” ini ditulis
oleh Setia Wulandari, NIM. 2817133178, Jurusan Pendidikan Guru Madrasah
Ibtidaiyah (PGMI), Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), IAIN
Tulungagung, yang dibimbing oleh H.Muh.Nurul Huda,MA
Kata Kunci: Pembelajaran Kooperatif, Crossword Puzzle, Hasil Belajar.
Penelitian dalam skripsi ini dilatarbelakangi oleh pembelajaran Fiqih di MI
Hidayatul Mubtadi’in Wates Sumbergempol Tulungagung yang hasil belajar peserta
didik masih relatif rendah. Dalam hal ini, peneliti berusaha mengatasi permasalahan
tersebut melalui penerapan model Pembelajaran Kooperatif dengan melalui strategi
Crossword Puzzle. Penerapan model Pembelajaran Kooperatif melalui strategi
Crossword Puzzle dalam pembelajaran diharapkan dapat membantu pemahaman
peserta didik dalam mata pelajaran Fiqih, sehingga hasil belajar peserta didik dapat
meningkat.
Rumusan masalah dalam penelitian ini adalah (1) Bagaimana peningkatan
kerjasama peserta didik pada mata pelajaran Fiqih pokok Infak dan Sedekah melalui
penerapan model Pembelajaran Kooperatif melalui strategi Crossword Puzzle kelas
IV MI Hidayatul Mubtadi’in Wates Sumbergempol Tulungagung tahun ajaran
2016/2017? (2) Bagaimana peningkatan keaktifan peserta didik pada mata pelajaran

Fiqih pokok bahasan Infak dan Sedekah melalui penerapan model Pembelajaran
Kooperatif melalui Strategi Crossword Puzzle kelas IV MI Hidayatul Mubtadi’in
Wates Sumbergempol Tulungagung tahun ajaran 2016/2017? (3) Bagaimana
peningkatan hasil belajar peserta didik pada mata pelajaran Fiqih pokok bahasan
Infak dan Sedekah melalui penerapan model Pembelajaran Kooperatif melalui
Strategi Crossword Puzzle kelas IV MI Hidayatul Mubtadi’in Wates Sumbergempol
Tulungagung tahun ajaran 2016/2017?
Adapun tujuan penelitian ini adalah (1) Untuk mendeskripsikan peningkatan
kerjasama peserta didik pada mata pelajaran Fiqih pokok bahasan Infak dan Sedekah
melalui penerapan model Pembelajaran Kooperatif Melalui Strategi Crosswoqrd
Puzzle kelas IV B MI Hidayatul Mubtadi’in Wates Sumbergempol Tulungagung
tahun ajaran 2016/2017. (2) Untuk mendeskripsikan peningkatan keaktifan peserta
didik pada mata pelajaran Fiqih pokok bahasan Infak dan Sedekah melalui penerapan
model Pembelajaran Kooperatif melalui Strategi Crossword Puzzle kelas IV MI
Hidayatul Mubtadi’in Wates Sumbergempol Tulungagung tahun ajaran 2016/2017.
(3) Untuk mendeskripsikan peningkatan hasil belajar peserta didik pada mata
pelajaran Fiqih pokok bahasan Infak dan Sedekah melalui penerapan model
Pembelajaran Kooperatif melalui Strategi Crossword Puzzle kelas IV MI Hidayatul
Mubtadi’in Wates Sumbergempol Tulungagung tahun ajaran 2016/2017.
Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian

tindakan kelas (Class Action Research) karena masalah yang dipecahkan berasal dari
praktik pembelajaran di kelas dan penelitian ini sebagai upaya meningkatkan hasil
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belajar peserta didik. Proses pelaksanaan tindakan kelas meliputi: (1) tahap
perencanaan (planning), (2) tahap pelaksanaan (act), (3) tahap obsrvasi (observe), dan
(4) tahap refleksi (reflection). Sasaran penelitian ini adalah peserta didik kelas IV MI
Hidayatul Mubtadi’in Wates Sumbergempol Tulungagung yang terdiri atas 11 peserta
didik laki-laki dan 9 peserta didik perempuan. Adapun teknik pengumpulan datanya
menggunakan tes, wawancara, observasi, catatan lapangan, dan dokumentasi. Tes
digunkan untuk memperoleh data tentang hasil belajar Fiqih peserta didik kelas IV
MI Hidayatul Mubtadi’in Wates Sumbergempol Tulungagung. Sedangkan metode
observasi, wawancara, dan catatan lapangan digunakan untuk menggali data tentang
proses pembelajaran fiqh, respon peserta didik, keadaan peserta didik, dan peneliti.
Analisis data yang digunakan mencakup reduksi data, penyajian data, dan penarikan
kesimpulan. Indikator keberhasilan dalam penelitian ini apabila penguasaan materi
peserta didik mencapai 75% dari tujuan yang seharusnya dicapai yaitu nilai KKM 70.
Hasil penelitian menunjukkan telah terjadi peningkatan kemampuan
kerjasama, keaktifan dan hasil belajar peserta didik mata pelajaran Fiqih pokok
bahasan Infak dan Sedekah. Hal ini dapat dilihat dari hasil observasi kerjasama

peserta didik pada siklus I dengan kriteria keberhasilan tindakan tergolong kurang
dengan prosesntase rata-rata 68,66% dan pada siklus II meningkat menjadi baik
dengan prosentase rata-rata 82,66%. Kemudian, juga terjadi peningkatan kemampuan
keaktifan peserta didik, hal ini dapat dilihat dari hasil observasi keaktifan peserta
didik pada siklus I dengan kriteria keberhasilan tindakan tergolong cukup dengan
prosesntase rata-rata 70% dan pada siklus II meningkat menjadi sangat baik dengan
prosentase rata-rata 90%. Sedangkan hasil belajar peserta didik juga mengalami
peningkatan, hal ini dapat dilihat dari hasil evaluasi yang diberikan oleh peneliti yaitu
pada tes awal (pre test) nilai rata-rata peserta didik 56 dengan prosentase ketuntasan
20% , dilanjutkan siklus I nilai rata-rata peserta didik hanya mencapai 71,50 dengan
prosentase ketuntasan 65% dan setelah siklus II nilai rata-rata peserta didik
meningkat menjadi 82,70 dengan prosentase ketuntasan 90%. Dengan demian dapat
disimpulkan bahwa penerapan model Pembelajaran Kooperatif melalui Strategi
Crossword Puzzle dapat meningatkan hasil belajar Fiqih peserta didik kelas IV MI
Hidayatul Mubtadi’in Wates Sumbergempol Tulungagung tahun ajaran 2016/2017.

xix

ABSTRACT
Thesis with the title "Implementation of Cooperative Learning Model through

Crossword Puzzle Strategy to Improve Learning Outcomes of Fiqh Students Class IV
Islamic Elementary School Hidayatul Mubtadi’in Wates Sembergempol
Tulungagung" was written by Setia Wulandari, NIM. 2817133178, Department of
Islamic Elementary School Teacher Education, Faculty of Tarbiyah and Science
Teaching, IAIN Tulungagung, supervisor by H. Muh. Nurul Huda, MA
Keywords: Cooperative Learning, Crossword Puzzle, Learning Outcomes.
This research is motivated by learning Fiqh in Islamic Elementary School
Hidayatul Mubtadi’in Wates Sumbergempol Tulungagung the learning outcomes of
students is still relatively low. In this case, the researchers tried to overcome these
problems through the application of cooperative learning models with through
strategy Crossword Puzzle. Cooperative Learning model application through
Crossword Puzzle in learning strategy is expected to help the understanding of
learners in the subjects of fiqh, so that the study of students can be increased.
The problems of this study are (1) How to increase the cooperation of students
in subjects Fiqh highlight Infak and Sedekah through the implementation of
cooperative learning models through a strategy Crossword Puzzle of class IV Islamic
Elementary School Hidayatul Mubtadi’in Wates Sumbergempol Tulungagung
academic year 2016/2017? (2) How to increase active learners in the subject of Fiqh
highlight Infak and Sedekah through the implementation of cooperative learning
models through Crossword Puzzle Strategy class IV Islamic Elementary School

Hidayatul Mubtadi’in Wates Sumbergempol Tulungagung academic year 2016/2017?
(3) How to increase the study of students on the subjects of Fiqh highlight Infak and
Sedekah through the implementation of cooperative learning models through
Crossword Puzzle Strategy class IV Islamic Elementary School Hidayatul Mubtadi'in
Wates Sumbergempol Tulungagung academic year 2016/2017?
The objectives of this study were (1) to describe the improvement of
cooperation of students in subjects Fiqh highlight Infak and Sedekah through the
implementation of cooperative learning model through of Crossword Puzzle Strategy
class IV Islamic Elementary School Hidayatul Mubtadi’in Wates Sumbergempol
Tulungagung the academic year 2016/2017. (2) To describe the increase in active
learners in the subject of Fiqh highlight Infak and Sedekah through the
implementation of cooperative learning models through Crossword Puzzle Strategy
class IV Islamic Elementary School Hidayatul Mubtadi’in Wates Sumbergempol
Tulungagung the academic year 2016/2017. (3) To describe the learning outcome of
students in the subjects of Fiqh highlight Infak and Sedekah through the
implementation of cooperative learning models through Crossword Puzzle Strategy
class IV Islamic Elementary School Hidayatul Mubtadi'in Wates Sumbergempol
Tulungagung the academic year 2016/2017.
This type of research used in this research is classroom action research since
solved the problem comes from classroom practice and research in an effort to

xx

improve the learning outcomes of students. The process of implementation of the
class action include: (1) the planning stage, (2) the implementation phase, (3) the
stage of observation, and (4) the stage of reflection. Goal of this research is the
students class IV Islamic Elementary School Hidayatul Mubtadi’in Wates
Sumbergempol Tulungagung which consists of 11 students male and 9 female
learners. The data collection techniques using tests, interviews, observations, field
notes, and documentation. Tests use to obtain data on learning outcomes Fiqh
learners class IV Islamic Elementary School Hidayatul Mubtadi’in Wates
Sumbergempol Tulungagung. While the method of observation, interviews, and field
notes were used to collect data about the learning process of fiqh, the response of
students, state students, and researchers. Analysis of the data used include data
reduction, data presentation, and conclusion. Indicators of success in this study when
learners achieve mastery of 75% of the goals that should be achieved, namely the
value of minimum Criteria for completeness 70.
The results showed there has been increased cooperation skills, activity and
learning outcomes of students subjects Fiqh highlight Infak and Sedekah. It can be
seen from the observation of the cooperation of students in the first cycle with
relatively less action success criteria with an average percentage of 68.66% and the

second cycle increased to well with the average percentage of 82.66%. Then, also
increased the ability of active learners, this can be seen from the observation of active
learners in the first cycle with the criteria for the success of the action is quite the
average percentage of 70% and the second cycle increased to very good with average
percentage of 90 %. While the study of students also increased, this can be seen from
the results of the evaluation given by the researchers that the initial tests (pre-test) the
average value of learners 56 with the percentage completeness 20%, followed the first
cycle of the average value of learners only reached 71.50 with the percentage
completeness 65% and after the second cycle the average value of students increased
to 82.70 with the percentage of 90% completeness. Thus can be concluded that the
application of cooperative learning models through Crossword Puzzle Strategy can
improve learning outcomes of Fiqh students class IV Islamic Elementary School
Hidayatul Mubtadi’in Wates Sumbergempol Tulungagung the academic year
2016/2017.

xxi

‫ﺺ‬
‫اَﻟْ ُﻤﻠَ َﺨ ُ‬
‫أَﻃْﺮوﺣﺔُ َْﲢﺖ ﻋْﻨـﻮ ِان "ﺗَﻄْﺒِﻴﻖ ُﳕُﻮ َذج اﻟﺘﱠـﻌﻠﱡِﻢ اﻟﺘﱠـﻌﺎوِﱐ ِﻣﻦ ِﺧﻼَِل اِﺳِﱰاﺗِﻴ ِﺠﻴ ِﺔ ﻟِﻐَ ِﺰ اﻟْ َﻜﻠِﻤ ِ‬

‫ﺎت اﻟْﻤﺘَـ َﻘﺎﻃَ َﻌ ِﺔ ﻟِﺘَ ْﺤ ِﺴ ْ ِ‬
‫ﲔ‬
‫َْْ َ ّ‬
‫ُْ ْ ُ َ‬
‫ُْ َ‬
‫َُ ْ ْ‬
‫ُ‬
‫َ‬
‫َ َُ‬
‫ِ‬
‫ِ‬
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‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬

‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ﱡ‬
‫ِ‬
‫ﱡ‬
‫ﻮل‬
‫ﻮﻣﺒ ْﲑﺟ ْﻴﻤﺒُ ْ‬
‫ﳐَْ ُﺮ َﺟﺎت اﻟﺘﱠـ َﻌﻠﻢ اﻟْﻔ ْﻘﻪ اﻟﻄﻼَب اﻟ ﱠ‬
‫ﺼﻒ اﻟﱠﺮاﺑ ِﻊ اﻟْ َﻤ ْﺪ َر َﺳـﺔُ اْﻻﺑْﺘ َﺪاﺋﻴﱠﺔ اَﻹ ْﺳﻼَﻣﻴَﺔ ﻫ َﺪاﻳَﺔُ اﻟْ ُﻤْﺒـﺘَﺪﺋ ْ‬
‫ﺲ ُﺳ ْ‬
‫ﲔ َواﺗْﻴ ْ‬
‫ﻮﻧﺞ" اَﻟﱠِ ْﱴ َﻛﺘَـﺒَـْﺘـ َﻬﺎ ِﺳْﻴﺘِﻴَﺎ ُوْوﻟَْﻨ َﺪا ِر ْي َرﻗْ ُﻢ اﻟ ﱠﺪﻓْـﺘَـ ُﺮ اﻟ َﻘﻴِّ ْﺪ‪ ،٢٨١٧١٣٣١٧٨ .‬ﻗِ ْﺴ ُﻢ ﺗَـ ْﻌﻠِْﻴ ِﻢ اﻟْ ُﻤ َﻌﻠِِّﻢ اﻟْ َﻤ ْﺪ َر َﺳ ِﺔ‬
‫ﺗـُ ْﻮﻟُﻮﻧْﺞ اَ ُﺟ ْ‬
‫ِ‬

‫ِ‬
‫ِ‬
‫ﻳﻒ ُﳏَ ﱠﻤ ْﺪ ﻧـُ ْﻮُر ا ْﳍَُﺪى‬
‫اﻻﺑْﺘِ َﺪاﺋِﻴَ ِﺔ ُﻛﻠﻴَﺔُ اﻟﺘﱠـ ْﺮﺑِﻴَ ِﺔ َو ِﻋ ْﻠ ُﻢ اﻟﺘَـ ْﻌﻠ ِﻤﻴَ ِﺔ‪ ،‬اَ ْﳉَ َﺎﻣ َﻌﺔُ ا ِﻹ ْﺳﻼَِﻣﻴَ ِﺔ اَ ْﳊُ ُﻜ ْﻮِﻣﻴَ ِﺔ ﺗـُ ْﻮﻟُْﻮﻧﺞ اَ ُﺟ ْﻮﻧﺞ‪ ،‬اَﻟْ ُﻤ ْﺸ ِﺮ ْ‬
‫اﻟْﻤ ِ‬
‫ﺎج‪.‬‬
‫ﺎﺟ ْﺴﺘِ ْﲑ‪ْ ،‬‬
‫اﳊَ ْ‬
‫َ‬
‫ﺎت اﻟ ﱠﺮﺋِﻴ ِﺴﻴ ِﺔ‪ :‬اﻟﺘﱠـﻌﻠﱡِﻢ اﻟﺘﱠـﻌﺎوِ ِ‬
‫ِ‬
‫ِ ِ‬
‫ِ ِ‬
‫ﱠﻌﻠﱡِﻢ‪.‬‬
‫ﱐ‪ ،‬ﻟﻐَِّﺰ اﻟْ َﻜﻠ َﻤﺎت اﻟْ ُﻤﺘَـ َﻘﺎﻃَ َﻌﺔ‪ ،‬ﻧـَﺘَﺎﺋ ِﺞ اﻟﺘـ َ‬
‫اﻟْ َﻜﻠ َﻤ ُ ْ َ َ َ ُ ْ‬
‫ِ‬
‫ﺚ ﻋﻦ ﻃَ ِﺮﻳ ِﻖ اﻟﺘﱠـﻌﻠﱡِﻢ اﻟْ ِﻔ ْﻘ ِﻪ ِﰲ اﻟْﻤ ْﺪرﺳ ِـﺔ اْ ِﻻﺑﺘِ َﺪاﺋِﻴﱠ ِﺔ اَ ِﻹﺳﻼَِﻣﻴ ِﺔ ِﻫ َﺪاﻳﺔُ اﻟْﻤﺒـﺘَ ِﺪﺋِ ِ‬
‫ِ‬
‫ﺲ‬

‫َ ُْ ْ‬
‫ْ َ ََ ْ‬
‫َواﻟ ﱠﺪاﻓ ُﻊ َوَراءَ َﻫ َﺬا اﻟْﺒَ ْﺤ َ ْ ْ َ‬
‫ْ َ‬
‫ﲔ َواﺗْﻴ ْ‬
‫ِ‬
‫ﺳﻮﻣﺒِﲑِﺟﻴﻤﺒﻮ ْل ﺗـُﻮﻟُﻮﻧْﺞ اَﺟﻮﻧﺞ ﳐَْﺮﺟ ِ‬
‫ﺎت اﻟﺘﱠـﻌﻠﱡِﻢ ِﻣﻦ اﻟﻄﱡﻼَ ِ‬
‫اﳊَﺎﻟَِﺔ‪َ ،‬ﺣ َﺎو ُل‬
‫ﻀ ٍﺔ ﻧِ ْﺴﺒِﻴًﺎ‪ْ ِ .‬ﰲ َﻫ ِﺬﻩِ ْ‬
‫ب ﻻَ ﺗَـَﺰ ُال ُﻣْﻨ َﺨﻔ َ‬
‫ُ ْ َُ‬
‫ُ ْ ْ ُْ ْ‬
‫َ َ‬
‫اﻟْﺒ ِ‬
‫ﺎﺣﺜـُ ْﻮ َن ﻟِﻠﺘﱠـ ْﻐﻠِ ِ‬
‫ﺐ َﻋﻠَﻰ َﻫ ِﺬ ِﻩ اﻟْ َﻤ َﺸﺎﻛِ ِﻞ ِﻣ ْﻦ ِﺧﻼَ ِل ﺗَﻄْﺒِْﻴ ِﻖ َﳕَﺎذُ ِج اﻟﺘﱠـ َﻌﻠﱡِﻢ اﻟﺘﱠـ َﻌ ُﺎوِﱐ َﻣ َﻊ اْ ِﻻ ْﺳِ َﱰاﺗِْﻴ ِﺠﻴَ ِﺔ ِﻣ ْﻦ ِﺧﻼَِل ﻟِﻐَّﺰِ‬
‫َ‬
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‫ِ‬
‫ِ‬
‫اﻟْ َﻜﻠ َﻤﺎت اﻟْ ُﻤﺘَـ َﻘﺎﻃَ َﻌﺔ‪ .‬ﺗَﻄْﺒِْﻴ ُﻖ ُﳕُْﻮ َذ ُ ﱡِ‬
‫ﱠﻌﻠﱡِﻢ َوﻣ َﻦ‬
‫ﱐ ﻣ ْﻦ ﺧﻼَل ا ْﺳ َﱰاﺗْﻴﺠﻴَﺔ ﻟﻐَِّﺰ اﻟْ َﻜﻠ َﻤﺎت اﻟْ ُﻤﺘَـ َﻘﺎﻃَ َﻌﺔ ِ ْﰲ اﻟﺘـ َ‬
‫ج اﻟﺘﱠـ َﻌﻠﻢ اﻟﺘﱠـ َﻌ ُﺎو ْ‬
‫ِ‬
‫ِ‬
‫ِِ‬
‫ِ ِ ِِ ِ‬
‫ﺚ ﳝُْ ِﻜﻦ ِز َدةُ ِدراﺳ ِﺔ اﻟﻄﱡﻼَ َ ِ‬
‫ب‪.‬‬
‫ﲔ ِ ْﰲ اﻟْ َﻤ ْﻮ ُ‬
‫اﻟْ ُﻤﺘَـ َﻮﻗ ِﻊ أَ ْن ﻳُ َﺴﺎﻋ َﺪ ﻓَـ ْﻬ َﻢ اﻟْ ُﻤﺘَـ َﻌﻠّﻤ ْ َ‬
‫ﺿ ْﻮ َﻋﺎت اﻟْﻔ ْﻘﻬﻴَﺔ‪ ،‬ﲝَْﻴ ُ ُ َ َ َ‬
‫اﻟﺪر ِ ِ‬
‫ِ ِِ ِ‬
‫ب ِﰲ اﻟْﻤﻮﺿﻮِع اﻟْ ِﻔ ْﻘ ِﻪ اﻟْﻤﻮ ِاد اْﻷَﺳ ِ‬
‫ِ‬
‫ِ‬
‫ﺎق‬
‫ﺎﺳﻴَ ِﺔ اِﻧْـ َﻔ ْ‬
‫اﺳﺔ ﻫ َﻲ‪َ (١) :‬ﻛْﻴ َ‬
‫َﻣ َﺸﺎﻛ ُﻞ َﻫﺬﻩ ّ َ َ‬
‫َ‬
‫ﻒ ِزَ َدةُ اﻟﺘﱠـ َﻌ ُﺎون اﻟﻄُﻼﱠ ْ َ ْ ُ ْ‬
‫ََ‬
‫ﺼ َﺪﻗَِﺔ ِﻣﻦ ِﺧﻼَِل ﺗَﻄْﺒِﻴ ِﻖ َﳕَﺎذُ ِج اﻟﺘﱠـﻌﻠﱡِﻢ اﻟﺘﱠـﻌﺎوِﱐ ِﻣﻦ ِﺧﻼَِل اِﺳِﱰاﺗِﻴ ِﺠﻴ ِﺔ ﻟِﻐَ ِﺰ اﻟْ َﻜﻠِﻤ ِ‬
‫ﺼِ‬
‫ﻒ اﻟﱠﺮاﺑِ ِﻊ‬
‫ﺎت اﻟْ ُﻤﺘَـ َﻘﺎﻃَ َﻌ ِﺔ ِﻣ َﻦ اﻟ ﱠ‬
‫َواﻟ ﱠ‬
‫ْ‬
‫ْ‬
‫َ َُ ْ ْ‬
‫َْْ َ ّ َ‬
‫ﻮل ﺗـُﻮﻟُﻮﻧْﺞ اَﺟﻮﻧﺞ اَﻟْﻌﺎم ِّ‬
‫اﻟْﻤ ْﺪرﺳـﺔُ اْ ِﻻﺑﺘِﺪاﺋِﻴﱠ ِﺔ اَ ِﻹﺳﻼَِﻣﻴ ِﺔ ِﻫﺪاﻳﺔُ اﻟْﻤﺒـﺘ ِﺪﺋِﲔ واﺗِﻴﺲ ﺳ ِ ِ‬
‫اﻟﺪ َر ِاﺳ ْﻲ‬
‫َْ‬
‫ْ َ َ َ َُْ ْ َ ْ ْ ُ ْ‬
‫ُ ْ َُ‬
‫َ ََ‬
‫ﻮﻣﺒ ْﲑﺟ ْﻴﻤﺒُ ْ ْ‬
‫ِ‬
‫ِ‬
‫ِ‬
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‫ِ‬
‫ِ‬
‫ِ‬
‫ﺼ َﺪﻗَِﺔ ِﻣﻦ ِﺧﻼَلِ‬
‫ِ‬
‫ﺎق َواﻟ ﱠ‬
‫ﺿ ْﻮِع اﻟْﻔ ْﻘﻪ اﻟْ َﻤ َﻮاد اْﻷَ َﺳﺎﺳﻴَﺔ اﻧْـ َﻔ ْ‬
‫ﻒ ِزَ َدةُ اﻟﻨّ َﺸﺎط اﻟﻄﱡﻼَب ِ ْﰲ َﻣ ْﻮ ُ‬
‫‪٢٠١٧/٢٠١٦‬؟ )‪َ (٢‬ﻛْﻴ َ‬
‫ْ‬
‫ﺗَﻄْﺒِﻴ ِﻖ َﳕَﺎذُ ِج اﻟﺘﱠـﻌﻠﱡِﻢ اﻟﺘﱠـﻌﺎوِﱐ ِﻣﻦ ِﺧﻼَِل اِﺳِﱰاﺗِﻴ ِﺠﻴ ِﺔ ﻟِﻐَ ِﺰ اﻟْ َﻜﻠِﻤ ِ‬
‫ﺼِ‬
‫ﻒ اﻟﱠﺮاﺑِ ِﻊ اﻟْ َﻤ ْﺪ َر َﺳـﺔُ اْ ِﻻﺑْﺘِ َﺪاﺋِﻴﱠ ِﺔ‬
‫ﺎت اﻟْ ُﻤﺘَـ َﻘﺎﻃَ َﻌ ِﺔ ِﻣ َﻦ اﻟ ﱠ‬
‫َْْ َ ّ‬
‫ْ‬
‫َ َُ ْ ْ‬
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‫ﻮﻣﺒ ْﲑﺟ ْﻴﻤﺒُ ْ‬
‫ﻒ زَ َدةُ‬
‫ﺎم ّ‬
‫اَ ِﻹ ْﺳﻼَﻣﻴَﺔ ﻫ َﺪاﻳَﺔُ اﻟْ ُﻤْﺒـﺘَﺪﺋ ْ‬
‫اﻟﺪ َراﺳ ْﻲ ‪٢٠١٧/٢٠١٦‬؟ )‪َ (٣‬ﻛْﻴ َ‬
‫ﺲ ُﺳ ْ‬
‫ﻮﻧﺞ اَﻟْ َﻌ ُ‬
‫ﻮل ﺗـُ ْﻮﻟُﻮﻧْﺞ اَ ُﺟ ْ‬
‫ﲔ َواﺗْﻴ ْ‬
‫ِ ِِ‬
‫ِ‬
‫ِِ ِ‬
‫اﻟﺪر ِ ِ‬
‫ﺎق واﻟ ﱠ ِ ِ ِ ِ ِ ِ‬
‫ِ‬
‫ﱡِ‬
‫ﱐ ِﻣ ْﻦ‬
‫اﺳﺔ ﻣ َﻦ اﻟﻄﱡﻼَ ِب ِ ْﰲ َﻣ ْﻮ ُ‬
‫َّ َ‬
‫ﺿ ْﻮِع اﻟْﻔ ْﻘﻪ اﻟْ َﻤ َﻮاد اْﻷَ َﺳﺎﺳﻴَﺔ اﻧْـ َﻔ ْ َ‬
‫ﺼ َﺪﻗَﺔ ﻣ ْﻦ ﺧﻼَل ﺗَﻄْﺒْﻴﻖ َﳕَﺎذُ ِج اﻟﺘﱠـ َﻌﻠﻢ اﻟﺘﱠـ َﻌ ُﺎو ْ‬
‫ِﺧﻼَِل اِﺳِﱰاﺗِﻴ ِﺠﻴ ِﺔ ﻟِﻐَ ِﺰ اﻟْ َﻜﻠِﻤ ِ‬
‫ﻒ اﻟﱠﺮاﺑِ ِﻊ اﻟْﻤ ْﺪرﺳـﺔُ اْ ِﻻﺑﺘِ َﺪاﺋِﻴﱠ ِﺔ اَ ِﻹﺳﻼَِﻣﻴ ِﺔ ِﻫ َﺪاﻳﺔُ اﻟْﻤﺒـﺘَ ِﺪﺋِ ِ‬
‫ﺼِ‬
‫ﺲ‬
‫ﺎت اﻟْ ُﻤﺘَـ َﻘﺎﻃَ َﻌ ِﺔ ِﻣ َﻦ اﻟ ﱠ‬
‫ْ َ َ ُْ ْ‬
‫َ ََ ْ‬
‫َْْ َ ّ َ‬
‫ﲔ َواﺗْﻴ ْ‬
‫ِ‬
‫ِ‬
‫اﻟﺪ َراﺳ ْﻲ ‪٢٠١٧/٢٠١٦‬؟‬
‫ﻮﻣﺒِ ْﲑِﺟ ْﻴﻤﺒُ ْ‬
‫ﻮﻧﺞ اَﻟْ َﻌ ُﺎم ّ‬
‫ُﺳ ْ‬
‫ﻮل ﺗـُ ْﻮﻟُﻮﻧْﺞ اَ ُﺟ ْ‬
‫وَﻛﺎ َن ا ْﳍ ْﺪ ُ ِ ِ ِ ِ‬
‫ﻒ ِز دةُ اﻟﺘﱠـﻌﺎو ِن ِﻣﻦ اﻟﻄﱡﻼَ ِب ِﰲ ﻣﻮﺿﻮِع اﻟْ ِﻔ ْﻘ ِﻪ اﻟْﻤﻮ ِاد اْﻷَﺳ ِ‬
‫اﻟﺪراﺳ ِﺔ )‪ (١‬ﻟِﻮ ْ ِ‬
‫ﺎﺳﻴَ ِﺔ‬
‫َ‬
‫ف ﻣ ْﻦ َﻫﺬﻩ ّ َ َ‬
‫َ‬
‫ْ َْ ُْ‬
‫ﺻ ََ َ ُ َ‬
‫َ‬
‫ََ‬
‫َ‬
‫ِ‬
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‫ِ‬
‫ﺼﻒِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ﱡ‬
‫ِ‬
‫ﱐ ﻣ ْﻦ ﺧﻼَل ا ْﺳ َﱰاﺗْﻴﺠﻴَﺔ ﻟﻐَّﺰ اﻟْ َﻜﻠ َﻤﺎت اﻟْ ُﻤﺘَـ َﻘﺎﻃَ َﻌﺔ ﻣ َﻦ اﻟ ﱠ‬
‫ﺎق َواﻟ ﱠ‬
‫اِﻧْـ َﻔ ْ‬
‫ﺼ َﺪﻗَﺔ ﻣ ْﻦ ﺧﻼَل ﺗَﻄْﺒْﻴﻖ َﳕَﺎذُ ِج اﻟﺘﱠـ َﻌﻠﻢ اﻟﺘﱠـ َﻌ ُﺎو ْ‬
‫ﻮل ﺗـُﻮﻟُﻮﻧْﺞ اَﺟﻮﻧﺞ اَﻟْﻌﺎم ِّ‬
‫اﻟﱠﺮاﺑِ ِﻊ اﻟْﻤ ْﺪرﺳـﺔُ اْ ِﻻﺑﺘِﺪاﺋِﻴﱠ ِﺔ اَ ِﻹﺳﻼَِﻣﻴ ِﺔ ِﻫﺪاﻳﺔُ اﻟْﻤﺒـﺘ ِﺪﺋِﲔ واﺗِﻴﺲ ﺳ ِ ِ‬
‫اﻟﺪ َر ِاﺳ ْﻲ‬
‫َْ‬
‫ْ َ َ َ َُْ ْ َ ْ ْ ُ ْ‬
‫ُ ْ َُ‬
‫َ ََ‬
‫ﻮﻣﺒ ْﲑﺟ ْﻴﻤﺒُ ْ ْ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ﺼ َﺪﻗَِﺔ ِﻣﻦ ِﺧﻼَلِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ﱡ‬
‫ﺎق َواﻟ ﱠ‬
‫ﺿ ْﻮِع اﻟْﻔ ْﻘﻪ اﻟْ َﻤ َﻮاد اْﻷَ َﺳﺎﺳﻴَﺔ اﻧْـ َﻔ ْ‬
‫ﺻﻒ زَ َدةُ اﻟﻨّ َﺸﺎط اﻟﻄﻼَب ْﰲ َﻣ ْﻮ ُ‬
‫‪ (٢) .٢٠١٧/٢٠١٦‬ﻟ َﻮ ْ‬
‫ْ‬
‫ﺗَﻄْﺒِﻴ ِﻖ َﳕَﺎذُ ِج اﻟﺘﱠـﻌﻠﱡِﻢ اﻟﺘﱠـﻌﺎوِﱐ ِﻣﻦ ِﺧﻼَِل اِﺳِﱰاﺗِﻴ ِﺠﻴ ِﺔ ﻟِﻐَ ِﺰ اﻟْ َﻜﻠِﻤ ِ‬
‫ﺼِ‬
‫ﻒ اﻟﱠﺮاﺑِ ِﻊ اﻟْ َﻤ ْﺪ َر َﺳـﺔُ اْ ِﻻﺑْﺘِ َﺪاﺋِﻴﱠ ِﺔ‬
‫ﺎت اﻟْ ُﻤﺘَـ َﻘﺎﻃَ َﻌ ِﺔ ِﻣ َﻦ اﻟ ﱠ‬
‫َْْ َ ّ‬
‫ْ‬
‫َ َُ ْ ْ‬
‫َ‬
‫ِ‬
‫ِ‬
‫ِ‬
‫ِ‬
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‫ِ‬
‫ﺻِ‬
‫ﻒ‬
‫ﻮﻣﺒِ ْﲑﺟ ْﻴﻤﺒُ ْ‬
‫ﺎم ّ‬
‫اَ ِﻹ ْﺳﻼَﻣﻴَﺔ ﻫ َﺪاﻳَﺔُ اﻟْ ُﻤْﺒـﺘَﺪﺋ ْ‬
‫اﻟﺪ َراﺳ ْﻲ ‪ (٣) .٢٠١٧/٢٠١٦‬ﻟ َﻮ ْ‬
‫ﺲ ُﺳ ْ‬
‫ﻮﻧﺞ اَﻟْ َﻌ ُ‬
‫ﻮل ﺗـُ ْﻮﻟُﻮﻧْﺞ اَ ُﺟ ْ‬
‫ﲔ َواﺗْﻴ ْ‬
‫‪xxii‬‬

‫ﻧـَﺘَﺎﺋِ ِﺞ اﻟﺘﱠـﻌﻠﱡِﻢ ﻟَ َﺪ ِى اﻟﻄﱡﻼَ ِب ِﰲ ﻣﻮﺿﻮِع اﻟْ ِﻔ ْﻘ ِﻪ اﻟْﻤﻮ ِاد اْﻷَﺳ ِ‬
‫ﺼ َﺪﻗَِﺔ ِﻣ ْﻦ ِﺧﻼَِل ﺗَﻄْﺒِْﻴ ِﻖ َﳕَﺎذُ ِج‬
‫ﺎق َواﻟ ﱠ‬
‫ﺎﺳﻴَ ِﺔ اِﻧْـ َﻔ ْ‬
‫َ‬
‫َ‬
‫ْ َْ ُْ‬
‫ََ‬
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‫ِ‬
‫ِ‬
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‫ﻒ اﻟﱠﺮاﺑِ ِﻊ اﻟْﻤ ْﺪرﺳـﺔُ اْ ِﻻﺑﺘِ َﺪاﺋِﻴﱠ ِﺔ اَ ِﻹﺳﻼَِﻣﻴﺔِ‬
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‫ﺼ‬
‫ﱐ ِﻣ ْﻦ ﺧﻼَل ا ْﺳ َﱰاﺗْﻴﺠﻴَﺔ ﻟﻐَّﺰ اﻟْ َﻜﻠ َﻤﺎت اﻟْ ُﻤﺘَـ َﻘﺎﻃَ َﻌﺔ ﻣ َﻦ اﻟ ﱠ‬
‫َ ََ ْ‬
‫ْ َ‬
‫اﻟﺘﱠـ َﻌ ُﺎو ْ‬
‫ﻮل ﺗـُﻮﻟُﻮﻧْﺞ اَﺟﻮﻧﺞ اَﻟْﻌﺎم ِّ‬
‫اﻟْﻤﺒـﺘ ِﺪﺋِﲔ واﺗِﻴﺲ ﺳ ِ ِ‬
‫اﻟﺪ َر ِاﺳ ْﻲ ‪.٢٠١٧/٢٠١٦‬‬
‫َُْ ْ َ ْ ْ ُ ْ‬
‫ُ ْ َُ‬
‫ﻮﻣﺒ ْﲑﺟ ْﻴﻤﺒُ ْ ْ‬
‫ِ‬
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‫اﻟﺪ َراﺳﻴَﺔ ُﻣْﻨ ُﺬ َﲢ ﱡﻞ‬
‫ﺼ ْﻮِل ّ‬
‫َﻫ َﺬا اﻟﻨﱠـ ْﻮِع ِﻣ َﻦ اْﻷَ ْﲝَﺎث اﻟْ ُﻤ ْﺴﺘَ ْﺨ َﺪ َﻣﺔ ِ ْﰲ َﻫ َﺬا اﻟْﺒَ ْﺤﺚ ُﻫ َﻮ اﻟْﺒَ ْﺤ ُ‬
‫ﺚ اْ ِﻹ ْﺟَﺮاﺋ ْﻲ اﻟْ ُﻔ ُ‬
‫اﻟْﻤ ْﺸ ِﻜﻠَ ِﺔ َِْﰐ ِﻣﻦ اﻟْﻤﻤﺎ ِرﺳ ِ‬
‫ِ‬
‫ﲔ ﳐَْﺮﺟ ِ‬
‫ﺎت اﻟ ﱠ ِ ِ‬
‫ِِ ِ‬
‫ﺎت اﻟﺘﱠـﻌﻠﱡِﻢ ﻟِﻠﻄﱡﻼَ ِ‬
‫ب‪َ .‬ﻋ َﻤﻠِﻴَﺔُ ﺗَـْﻨ ِﻔْﻴ ِﺬ اﻟﻄﱠﺒَـ َﻘ ِﺔ‬
‫َ‬
‫ﺼﻔﻴَﺔ َواْﻷَ ْﲝَﺎث ِ ْﰲ ُﳏَ َﺎوﻟَﺔ ﻟﺘَ ْﺤﺴ ْ ِ ُ َ‬
‫ْ َ ََ َ‬
‫ُ‬
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‫ِ‬
‫ف‬
‫اﻟْ َﻌ َﻤ ِﻞ َﻣﺎ ﻳَﻠ ْﻲ‪َ (١) :‬ﻣ ْﺮ َﺣﻠَﺔُ اﻟﺘﱠ ْﺨﻄْﻴﻂ‪َ (٢) ،‬ﻣ ْﺮ َﺣﻠَﺔُ اﻟﺘﱠـْﻨﻔْﻴﺬ‪َ (٣) ،‬ﻣ ْﺮ َﺣﻠَﺔُ ْال ْ ُﻣَﺮاﻗَـﺒَﺔ‪َ ،‬و )‪َ (٤‬ﻣ ْﺮ َﺣﻠَﺔُ اﻟﺘﱠـ ْﻔﻜ ِْﲑ‪ .‬اَ ْﳍَْﺪ ُ‬
‫ﻒ اﻟﱠﺮاﺑِ ِﻊ اﻟْﻤ ْﺪرﺳـﺔُ اْ ِﻻﺑﺘِ َﺪاﺋِﻴﱠ ِﺔ اَ ِﻹﺳﻼَِﻣﻴ ِﺔ ِﻫ َﺪاﻳﺔُ اﻟْﻤﺒـﺘَ ِﺪﺋِ ِ‬
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‫ﺼِ‬
‫ﻮل‬
‫ﻮﻣﺒِ ْﲑِﺟ ْﻴﻤﺒُ ْ‬
‫ب اﻟ ﱠ‬
‫َ ُْ ْ‬
‫ﺲ ُﺳ ْ‬
‫َ ََ ْ‬
‫ﻣ ْﻦ َﻫ َﺬا اﻟْﺒَ ْﺤﺚ ُﻫ َﻮ اﻟﻄﱡﻼَ ُ‬
‫ْ َ‬
‫ﲔ َواﺗْﻴ ْ‬
‫ﺗـُﻮﻟُﻮﻧْﺞ اَﺟﻮﻧﺞ اَﻟﱠ ِﺬي ﻳـﺘﱠ ُﻜﻮ َن ِﻣﻦ ‪ ١١‬ﻃَﺎﻟِﺒﺎ ِﻣﻦ اﻟ ﱡﺬ ُﻛﻮِر و ‪ ٩‬ﻃَﺎﻟِﺒﺎ ا ِﻹ َ ِ‬
‫ث‪ .‬ﺗَـ ْﻘﻨِﻴﺎت ﲨﻊ اﻟْﺒـﻴﺎ َ ِ‬
‫ت ِ ْﺳﺘِ ْﺨ َﺪ ِام‬
‫ً‬
‫ُ ْ ْ َ ْ ْ‬
‫َ ُ َْ ُ َ َ‬
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‫ْ َ‬
‫ً َ‬
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‫ﺼ ْﻮِل َﻋﻠَﻰ‬
‫اْﻻ ْﺧﺘﺒَ َﺎرات‪َ ،‬واﻟْ ُﻤ َﻘﺎﺑَﻼَت‪َ ،‬واﻟْ ُﻤﻼَ َﺣﻈَﺎت‪َ ،‬واﻟْ ُﻤﻼَ َﺣﻈَﺎت اﻟْ َﻤْﻴ َﺪاﻧﻴَﺔ‪َ ،‬واﻟْ َﻮ َ ﺋ ِﻖ‪ .‬ا ْﺧﺘﺒَ َﺎر ُ‬
‫ات ﺗَ ْﺴﺘَ ْﺨﺪ ُم ﻟ ْﻠ ُﺤ ُ‬
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‫ﻒ اﻟﱠﺮاﺑِ ِﻊ اﻟْﻤ ْﺪرﺳـﺔُ اْ ِﻻﺑﺘِ َﺪاﺋِﻴﱠ ِﺔ اَ ِﻹﺳﻼَِﻣﻴ ِﺔ ِﻫ َﺪاﻳﺔُ اﻟْﻤﺒـﺘَ ِﺪﺋِ ِ‬
‫ِ ِ‬
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‫ﺼِ‬
‫ﺲ‬
‫ب اﻟ ﱠ‬
‫َ ُْ ْ‬
‫َ ََ ْ‬
‫ﺑـَﻴَﺎ َ ت َﻋ ْﻦ ﻧـَﺘَﺎﺋ ِﺞ اﻟﺘﱠـ َﻌﻠﱡِﻢ اﻟْﻔ ْﻘ ِﻬﻴَﺔ اﻟﻄﱡﻼَ ُ‬
‫ْ َ‬
‫ﲔ َواﺗْﻴ ْ‬
‫ﺳ ِ ِ‬
‫ت واﻟْﻤﻼَﺣﻈَ ِ‬
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‫ﻮل ﺗـُﻮﻟُﻮﻧْﺞ اَﺟﻮﻧﺞ‪ِ .‬ﰲ ِﺣ ْ َ ِ ِ ِ‬
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‫ﺎت اﻟْ َﻤْﻴ َﺪاﻧِﻴَ ِﺔ ِﳉَ ْﻤ ِﻊ‬
‫ُْ‬
‫ﲔ َﰎﱠ ا ْﺳﺘ ْﺨ َﺪام أُ ْﺳﻠُ ْﻮب اﻟْ ُﻤﻼَ َﺣﻈَﺔ َواﻟْ ُﻤ َﻘﺎﺑَﻼَ َ ُ َ‬
‫ﻮﻣﺒ ْﲑﺟ ْﻴﻤﺒُ ْ ْ‬
‫ُ ْ ْ‬
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‫ﺎﺣﺜِﲔ‪َْ .‬ﲢﻠِﻴﻞ اﻟْﺒـﻴﺎ َ تِ‬
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‫ب‪ ،‬واﻟْﺒ ِ‬
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‫اﻟْﺒَـﻴَﺎ َ ت َﺣ ْﻮ َل َﻋ َﻤﻠﻴَﺔ اﻟﺘﱠـ َﻌﻠﱡِﻢ اﻟْﻔ ْﻘ ِﻬﻴَﺔ‪َ ،‬و ْ‬
‫اﺳﺘ َﺠﺎﺑَﺔُ ﻣ َﻦ اﻟﻄﱡﻼَب‪َ ،‬واﻟ ﱠﺪ ْوﻟَﺔ اﻟﻄﱡﻼَ َ َ ْ َ ْ ُ َ َ‬
‫ﺎح ِﰲ ﻫ ِﺬ ِﻩ ِّ‬
‫ِ ِ ِ‬
‫ت‪ ،‬ﻋﺮض اﻟْﺒـﻴﺎ َ ِ‬
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‫اﺳ ِﺔ ِﻋْﻨ َﺪ َْﲢ ِﻘْﻴ ِﻖ‬
‫ت‪َ ،‬واْ ِﻻ ْﺳﺘِْﻨـﺘَ ِ‬
‫ﺎج‪ُ .‬ﻣ َﺆ َﺷَﺮ ُ‬
‫ات اﻟﻨﱠ َﺠ ِ ْ َ‬
‫اﻟْ ُﻤ ْﺴﺘَ ْﺨ َﺪ َﻣﺔ ﺗَ ْﺸﻤ ُﻞ َﲣْﻔْﻴ ُ‬
‫ﺾ اﻟْﺒَـﻴَﺎ َ َ َ ُ َ َ‬
‫اﻟﺪ َر َ‬
‫اﻟْﻤﺘـﻌﻠِّ ِﻤﲔ اﻟﺘﱠﻤ ِﻜﻦ ِﻣﻦ ‪ِ %٧٥‬ﻣﻦ اْﻷَﻫ َﺪ ِ‬
‫اﳊَ ِّﺪ اْﻷَ ْد َﱏ َﻣ َﻌﺎﻳِِْﲑ ﻟِﻠﺘﱠﺄْﻛِ ِﺪ ِﻣ ْﻦ‬
‫اف اﻟﱠِ ْﱵ ﻳـَْﻨـﺒَﻐِ ْﻲ َْﲢ ِﻘْﻴـ ُﻘ َﻬﺎ‪َ ،‬وِﻫ َﻲ ﻗِْﻴ َﻤﺔُ ْ‬
‫َ ْ‬
‫َُ َ ْ َ ْ ُ ْ‬
‫اِ ْﻛﺘِ َﻤ ِﺎﳍَﺎ‪.٧٠‬‬
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‫ِ ِ ِ‬
‫ﺎط وﻧـَﺘَﺎﺋِ ِﺞ اﻟﺘـﱠﻌﻠﱡِﻢ ِﻣﻦ اﻟﻄﱡﻼَ ِ‬
‫ت اﻟﻨﱠـﺘَﺎﺋِ ِﺞ اﻟﱠِﱵ َﰎﱠ ُﻫﻨَ َ ِ‬
‫ﺿ ْﻮعُ اﻟْ ِﻔ ْﻘ ِﻪ‬
‫ب اَﻟْ َﻤ ْﻮ ُ‬
‫َوأَﻇْ َﻬَﺮ ُ‬
‫ﺎك زَ َدةُ َﻣ َﻬ َﺎرات اﻟﺘﱠـ َﻌ ُﺎون َواﻟﻨّ َﺸ َ‬
‫َ َ‬
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‫ﺼ َﺪﻗَ ِﺔ‪ .‬وﳝُْ ِﻜﻦ ﻣﻼَﺣﻈَِﺔ َذﻟِ َ ِ ِ‬
‫اﻟْﻤﻮ ِاد اْﻷَﺳ ِ‬
‫ِِ ِ‬
‫ﲔ اﻟﻄﱡﻼَ ِ‬
‫ب ِ ْﰲ اﻟ ﱠﺪ ْوَرةِ اْﻷُْوَﱃ‬
‫ﺎق َواﻟ ﱠ‬
‫ﺎﺳﻴَ ِﺔ اِﻧْـ َﻔ ْ‬
‫ﻚ ﻣ ْﻦ ﺧﻼَِل ُﻣﻼَ َﺣﻈَﺔ ﻟﻠﺘﱠـ َﻌ ُﺎون ﺑـَ ْ َ‬
‫َ ُُ َ‬
‫َ‬
‫ََ‬
‫ﺎح اﻟْﻌﻤ ِﻞ أَﻗَ ﱡﻞ ﻧِﺴﺒِﻴﺎ ﻣﻊ ﻧِﺴﺒ ِﺔ ﻣﺘَـﻮ ِﺳ ِﻂ ‪ %٦٨.٦٦‬واﻟْﻤﺮﺣﻠَ ِﺔ اﻟﺜﱠﺎﻧِﻴ ِﺔ ِز دةُ ﻋﻠَﻰ ﻣﺎ ﻳـﺮِام ﻣﻊ ﻣﺘَـﻮ ِﺳﻂِ‬
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‫َ َْ َ‬
‫َﻣ َﻊ َﻣ َﻌﺎﻳ ْﲑ َﳒَ ِ َ َ‬
‫َ َ َ َ َ ََ َ َ ُ َ‬
‫ْ ً َ َ َْ ُ َ‬
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‫ﻧ ْﺴﺒَﺔ ‪ .%٨٢.٦٦‬ﰒُﱠ‪ ،‬أَﻳْ ً‬
‫ﲔ‪َ ،‬وَﻫ َﺬا ﳝُْﻜ ُﻦ أَ ْن ﻳـَْﻨﻈَُﺮ إِﻟَْﻴﻪ ﻣ ْﻦ ُﻣَﺮاﻗَـﺒَﺔ اﻟﻨّ َﺸﻂ اﻟْ ُﻤﺘَـ َﻌﻠّﻤ ْ َ‬
‫ﻀﺎ ِزَ َدةُ ﻗُ ْﺪ َرةِ اﻟﻨّ َﺸﻂ اﻟْ ُﻤﺘَـ َﻌﻠّﻤ ْ َ‬
‫ِِ ِ‬
‫ِ‬
‫ِِ ِ ِ‬
‫ﺖ إِ َﱃ َﺟﻴِّ َﺪ ٍة‬
‫ِ ْﰲ اﻟ ﱠﺪ ْوَرةِ اْﻷُْوَﱃ َﻣ َﻊ َﻣ َﻌﺎﻳِِْﲑ َﳒَ ِ‬
‫ﺎح اﻟْ َﻌ َﻤ ِﻞ ُﻫ َﻮ ﲤََ ًﺎﻣﺎ ُﻣﺘَـ َﻮﺳﻂ اﻟﻨّ ْﺴﺒَﺔ اﻟْ ُﻤﺌَ ِﻮﻳَﺔ ‪َ %٧٠‬واﻟْ َﻤ ْﺮ َﺣﻠَﺔُ اﻟﺜﱠﺎﻧﻴَﺔ ا ْرﺗَـ َﻔ َﻌ ْ‬
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‫ِِ ِ ِ‬
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‫ﲔ أَ ﱠن ِدراﺳﺔَ اﻟﻄﱡﻼَ ِ‬
‫ﻀﺎ‪َ ،‬وَﻫ َﺬا ﳝُْ ِﻜ ُﻦ أَ ْن ﻳـَْﻨﻈَُﺮ إِﻟَْﻴ ِﻪ ِﻣ ْﻦ‬
‫ب َز َاد ْ‬
‫ت أَﻳْ ً‬
‫ﺟ ًﺪا َﻣ َﻊ ُﻣﺘَـ َﻮﺳﻂ اﻟﻨّ ْﺴﺒَﺔ اﻟْ ُﻤﺌَ ِﻮﻳَﺔ ‪ْ ِ .% ٩٠‬ﰲ ﺣ ْ َ‬
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‫ِِ ِ ِ‬
‫ِ ِ‬
‫ِ ِ ِ ِِ‬
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‫ﲔ ‪٥٦‬‬
‫ﻧـَﺘَﺎﺋ ِﺞ اﻟﺘﱠـ ْﻘﻴِْﻴ ِﻢ اﻟﱠِ ْﱵ ﻗَ َﺪ َﻣ َﻬﺎ اﻟْﺒَﺎﺣﺜـُ ْﻮ َن أَ ﱠن اْﻻ ْﺧﺘﺒَ َﺎرات اْﻷََوﻟﻴَﺔ ) َﻣ ْﺮ َﺣﻠَﺔُ َﻣﺎ ﻗَـْﺒ َﻞ اْﻻ ْﺧﺘﺒَﺎ ِر( ُﻣﺘَـ َﻮﺳﻂ ﻗْﻴ َﻤﺔ اﻟْ ُﻤﺘَـ َﻌﻠّﻤ ْ َ‬
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‫ﻣﻊ ﻧِﺴﺒ ِﺔ اِ ْﻛﺘِﻤ ِﺎل ‪ ،%٢٠‬وﺟﺎء ِﰲ ْ ِ‬
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‫ﺖ ‪َ ٧١.٥٠‬ﻣ َﻊ ﻧِ ْﺴﺒَ ِﺔ‬
‫ﺻﻠَ ْ‬
‫اﳉََﻮﻟَﺔ اْﻷُْوَﱃ ﻣ ْﻦ ُﻣﺘَـ َﻮﺳﻂ ﻗْﻴ َﻤﺔ اﻟْ ُﻤﺘَـ َﻌﻠّﻤ ْ َ‬
‫ﲔ ﻓَـ َﻘ ْﻂ َو َ‬
‫ََ َ ْ‬
‫َ َ َْ َ‬
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‫اِ ْﻛﺘِ َﻤﺎل ‪َ %٦٥‬وﺑـَ ْﻌ َﺪ اﻟ ﱠﺪ ْوَرةِ اﻟﺜﱠﺎﻧﻴَﺔ َز َاد ُﻣﺘَـ َﻮﺳﻂ ﻗْﻴ َﻤﺔ اﻟﻄﱡﻼَب إ َﱃ ‪َ ٨٢.٧٠‬ﻣ َﻊ ﻧ ْﺴﺒَﺔ ا ْﻛﺘ َﻤﺎﳍَﺎ‪َ .%٩٠‬وﳝُْﻜ َﻦ أَ ْن‬
‫َﳔْﻠَﺺ إِ َﱃ أَ ﱠن ﺗَﻄْﺒِﻴﻖ َﳕَﺎذُ ِج اﻟﺘﱠـﻌﻠﱡِﻢ اﻟﺘﱠـﻌﺎوِﱐ ِﻣﻦ ِﺧﻼَِل اِﺳِﱰاﺗِﻴ ِﺠﻴ ِﺔ ﻟِﻐَ ِﺰ اﻟْ َﻜﻠِﻤ ِ‬
‫ﺎت اﻟْ ُﻤﺘَـ َﻘﺎﻃَ َﻌ ِﺔ ﳝُْ ِﻜ َﻦ أَ ْن َْﲢ َﺴ َﻦ ﻧـَﺘَﺎﺋِ ِﺞ‬
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‫ﱡ‬
‫ﻮﻧﺞ‬
‫ﻮﻣﺒ ْﲑﺟ ْﻴﻤﺒُ ْ‬
‫اﻟﺘﱠـ َﻌﻠﱡِﻢ اﻟﻄﻼَب اﻟ ﱠ‬
‫ﺼﻒ اﻟﱠﺮاﺑ ِﻊ اﻟْ َﻤ ْﺪ َر َﺳـﺔُ اْﻻﺑْﺘ َﺪاﺋﻴﱠﺔ اَﻹ ْﺳﻼَﻣﻴَﺔ ﻫ َﺪاﻳَﺔُ اﻟْ ُﻤْﺒـﺘَﺪﺋ ْ‬
‫ﺲ ُﺳ ْ‬
‫ﻮل ﺗـُ ْﻮﻟُﻮﻧْﺞ اَ ُﺟ ْ‬
‫ﲔ َواﺗْﻴ ْ‬
‫اَﻟْﻌﺎم ِّ‬
‫اﻟﺪ َر ِاﺳ ْﻲ ‪.٢٠١٧/٢٠١٦‬‬
‫َُ‬

‫اﻟﺘﱠـ َﻌﻠﱡِﻢ‬
‫ِﻫ َﺪاﻳَﺔُ‬

‫‪xxiii‬‬