Evaluating the Content of the Islamic Education Textbook for the Eighth -Grade in Light of Comprehensive Quality Standards from the Point of View of Islamic Education Teachers in Jordan
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Abstract
This study aimed at evaluating the content of the Islamic Education textbook for the eighth grade in the light of comprehensive quality standards from the point of view of Islamic education teachers in Jordan. The sample of the study included 200 male and female teachers chosen at random. The study followed the descriptive analytical research approach. To achieve the objectives of the study, the content analysis tool was built in light of comprehensive quality standards, and its validity and reliability were verified. The study found that the overall score for evaluating the content of the Islamic Education textbook was high, with the exception of the fields of activities, teaching aids, and evaluation.
The study revealed that there are statistically significant differences due to the variable (educational qualification), but no statistically significant differences due to the variable (sex). It recommended reconsidering the areas of activities and evaluation and the provision of learning resources that assist in the implementation of the curriculum in accordance with the criteria for comprehensive quality in education.
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Assessment, Islamic Education, Total Quality, Eighth Grade
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