DEVELOPING INTERMEDIATE STAGE FEMALE STUDENTS’ CRITICAL THINKING SKILLS AND JURISPRUDENTIAL CURIOSITY: THE EFFECTS OF AUTONOMOUS LEARNING THEORY

Abstract

The present study aimed at identifying the effectiveness of the learner independence model in developing third grade intermediate school female students’ critical thinking skills and jurisprudential curiosity. The study adopted the quasi-experimental design. The sample of the study consisted of (97) female students randomly selected from the intermediate school female students. The researcher prepared and used the following instruments: (1) A critical thinking skills test, (2) the jurisprudential curiosity Scale. The results of the study revealed the effectiveness of the learner independence model in developing critical thinking skills as a whole and in improving jurisprudential curiosity for the third grade intermediate school female students. The study recommended the need to the critical thinking skills and the jurisprudential curiosity dimensions in the Jurisprudence curriculum. Moreover, there is a need for training the teachers of Islamic education in general, and the teachers of jurisprudence on applying the new strategies on their teaching such as: the learner independence model via holding workshops and seminars for those teachers.