The Availability Of Moral Values In Social Studies And Islamic Education Textbooks Of 9th Grade In Jordan

Abstract

The study aims to assess the presence of moral values in social studies and Islamic education textbooks for 9th grade in Jordan. A measurement instrument comprising 40 items across four domains is utilized, involving a sample of 316 teachers. Findings indicate national values as the highest ranked domain, followed by economic values. Aesthetic values rank the lowest, while religious values take precedence in Islamic education textbooks, with national values ranked second. Regarding gender and academic qualifications, no significant differences are observed in the availability of moral values in social studies textbooks, favoring teachers in Islamic education textbooks. However, differences emerge based on years of experience, favoring those with over 10 years. Female responses do not exhibit significant variations based on academic qualifications in Islamic education textbooks. The study recommends the integration of moral values into social studies and Islamic education textbooks.