Designing a Cooperative Learning Model in Islamic Studies Courses for Lower Secondary School Students in Baghdad: An Emergent Grounded Theory Approach

Abstract

The purpose of this study is to design a cooperative learning model in Islamic studies courses for lower secondary school students in Baghdad. The research method is applied in terms of objective, qualitative in terms of data type, and based on the emergent grounded theory approach in terms of nature and study type. The target population includes experts in the field of educational sciences. Using purposive sampling of the theoretical type and based on theoretical saturation, 15 experts were selected for interviews. The research tool was a semi-structured interview through which the dimensions, components, and indicators of the cooperative learning model in Islamic studies for lower secondary students were formulated. To develop the interview protocol, in-depth interviews with experts were first conducted. Then, through open coding, indicators were extracted, and via axial coding, the data were categorized into dimensions, components, and indicators. The categorized model was sent to the 15 experts, and through selective coding, interviews, and brainstorming sessions, the dimensions, components, and indicators were identified. As a result, 3 dimensions, 10 components, and 71 indicators were finalized for the cooperative learning model in Islamic studies for lower secondary school students. After final validation and prioritization by experts, the structural dimensions, components, and indicators of the model were outlined, and the proposed model was revalidated by the panel of experts.