Abstract

The current research aims to identify the effect of the dual-situation learning model (DSLM) on the achievement of fifth-grade literary students in the Holy Quran and Islamic education and the development of their systematic thinking. The researcher applied the experiment on a sample of (75) students from the fifth-grade literary students and used two tools to compare the experimental group and the control group. The first tool was an achievement test consisting of (50) paragraphs and the second test was a systematic thinking test consisting of (33) paragraphs. The researcher concluded that the experimental group that studied with the dual-situation learning model (DSLM) was superior in the achievement test and the systematic thinking test over the control group.
In light of the research findings, the researcher recommends a set of recommendations, including breaking the barrier of routine and focusing on diversity in teaching methods and strategies for the Holy Quran and Islamic education, and avoiding traditional, established, and commonly used methods in schools in general.
He proposes several proposals, including:
1. The effect of the Dual-Situation Learning Model (DSLM) on the acquisition of Islamic concepts among fifth-grade science students and the development of their global ethics.
2. The effect of the Dual-Situation Learning Model (DSLM) on the cognitive depth of fifth-grade literary students in the Holy Quran and Islamic education subjects and the development of their technological culture.