The Effect of Employing Kagan Cooperative Learning Structures on Developing Juristic Reasoning Skills and Value-Based Behavior among Middle School Female Students in Islamic Education Course

Abstract

This study aimed to investigate the effect of employing Kagan cooperative learning structures on developing juristic reasoning skills and value-based behavior among first-grade middle school female students in the Islamic Education course. A quasi-experimental one-group pretest–posttest design was adopted. The study sample consisted of (70) female students from Al-Batoul International School in Makkah Al-Mukarramah, who were purposively selected. The instructional intervention involved teaching Unit Four, “Good Companionship and Good Character,” from the Islamic Studies textbook using Kagan cooperative learning structures. Two validated research instruments were administered before and after the intervention: a Juristic Reasoning Skills Test and a Value-Based Behavior Scale. The results revealed statistically significant differences between the pre- and post-test mean scores in both the overall scores and sub-skills of juristic reasoning, as well as in value-based behavior, in favor of the post-test. The effect size was high, indicating the strong effectiveness of employing Kagan cooperative learning structures in enhancing juristic reasoning skills and value-based behavior. The study recommended integrating Kagan cooperative learning structures into Islamic Education instruction and providing professional training for teachers on cooperative learning strategies based on Kagan’s models.