The decisive role of Islamic education in strengthening national intimacy among 12th grade students in the center of Halabja province.

Abstract

This study aimed to identify the role of the prescribed Islamic Education textbook in strengthening national belonging among twelfth-grade high school students in the center of Halabja Governorate. The researchers employed a descriptive-analytical methodology. The study population consisted of (779) twelfth-grade students from (6) high schools in the center of Halabja. A sample of (200) students, distributed equally by gender (male and female) and academic stream (scientific and literary), was selected using a purposive random sampling method. The primary research instrument was a 45-item questionnaire adapted from Al-Shahumi’s study (2020-2021), utilizing a five-point Likert scale (Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree) to measure student response levels. For data analysis, the researchers utilized One-Sample and Independent Samples T-tests via the SPSS 26 software.

The statistical results indicated that the role of the prescribed Islamic Education textbook in strengthening national belonging was at a moderate level in both the "cognitive and affective" domains, whereas the "behavioral and skill" domain recorded a notably high level. Regarding demographic variables, the results confirmed the existence of statistically significant differences in favor of "females," indicating a deeper influence of the textbook on female students compared to males. However, concerning the academic stream variable, the results showed that the textbook had a balanced and equal impact on students in both the scientific and literary streams, with no statistically significant differences observed between them. The study concluded with several recommendations, most notably emphasizing the necessity of enriching the cognitive aspects of belonging within the prescribed curricula.