Mansour Hamed Talhouni
Baker Sameeh Al-Mawajdeh*- Faculty of Educational Sciences, Department of Curriculum and Instruction, Al-Hussein Bin Talal University, Ma'an, Jordan
This study aimed to explore the impact of Pentagram's strategy on the academic achievement of Jordanian tenth-graders in Islamic education and their attitudes toward it. The study sample consisted of (77) tenth-grade students from Tareq Bin Ziyad Basic School in Marka District, Amman, and was divided into experimental (38 students) and control (39 students) groups. Two tools were used: an achievement test and a scale measuring attitudes toward Islamic education, after being verified for validity and reliability. The results indicated a significant impact of the Pentagram strategy on students' achievement and attitudes in Islamic education when comparing the results of both groups. Therefore, the study recommended encouraging teachers to construct Islamic education courses at other levels and classes in accordance with the Pentagram strategy has proved effective in the present study in achieving and developing attitudes among students toward Islamic education. Another recommendation was that training programs for teachers to practically implement the Pentagram strategy so they implement them in classrooms.
Introduction
Rather than relying on traditional teacher-centered approaches, current teaching trends emphasize student-centered learning strategies, where students are held responsible for acquiring knowledge. In traditional settings, teachers often depend on spoon-feeding methods, leading to a passive learning environment where students may not engage in the mental processes necessary for deep understanding. Consequently, learners may gain fragmented knowledge that they struggle to apply independently in real-life contexts. Henceforth, modern pedagogy promotes interactive learning environments where knowledge is constructed mutually between teachers and students.
In response to these challenges, educators have developed a variety of interactive instructional strategies designed to enhance student engagement, critical thinking, and autonomy in the learning process. Among these is the Pentagram strategy—a contemporary approach that consists of five key phases: knowledge, planning, decision-making, application, and evaluation (Al-Asadi and Al-Fatlawi, 2023a). It is grounded on the principles of active learning and has been shown to foster higher-order thinking and problem-solving skills, and independent inquiry across various academic disciplines and educational levels (Helou, 2022; Nuwair, 2021).
The Pentagram strategy promotes a structured and flexible learning path, enabling students to manage their own thinking processes while solving pre-defined problems creatively (AbdelAziz and Morsi, 2017; Harahsheh, 2023). Its effectiveness lies in its capacity to encourage research, exploration, and continuous reflection throughout the learning process.
Despite its growing application in global educational settings, there is a noticeable research gap that explores the implementation of the Pentagram strategy within the context of Islamic education in Jordan. Most existing studies have focused on other disciplines or international contexts, leaving a paucity of empirical evidence regarding its relevance and effectiveness in local Jordanian schools. This study, therefore, seeks to address this research gap by examining the potential of the Pentagram strategy in enhancing students' achievement in Islamic education subjects at the basic school level.
By investigating this underexplored area, the research aims to contribute original insights to the literature on active learning strategies and offer practical recommendations for improving Islamic education through innovative pedagogical approaches tailored to the Jordanian educational context.
Phases of the Pentagram strategy
The Pentagram strategy consists of five integrated phases, beginning with knowledge and ending with evaluation, and aims to continuously improve students' academic thinking and performance. Figure 1 shows these five phases (AbdelAziz and Morsi, 2017).
Figure 1. Phases of the Pentagram strategy.
Figure 1 shows that the arrow starts with inputs, then processing, and ends with outcomes, thus increasing the student's experience and knowledge with each phase. According to the Pentagram strategy, the educational theme is presented as a task and students follow the following five phases of its implementation (Al-Asadi and Al-Fatlawi, 2023a):
1. Knowledge phase: This phase relates to students' search for knowledge related to the educational task, and is their starting point for achieving results. According to Abdelaziz (2016), this phase triggers the learner's motivation and provides him with the cognitive background and general context of the task, including the search for information, goal setting, and workflow planning.
2. Planning phase: At this phase, students develop a plan to solve the educational task, which is often a scientific problem. Prior knowledge is organized with information gained in the previous phase, to help learners visualize implementation steps and identify appropriate means to achieve the task's objectives and answer the questions asked.
3. Decision-making phase: At this phase, students decide to implement the plan they have developed to solve the problem and choose the best way to complete the task. They also link appropriate tools to essential questions to achieve the goal efficiently and easily.
4. Application phase: This is when students implement the plan to deal with the planned learning task. The best assumptions that have been planned and chosen after the appropriate decision have been made begin to be implemented here, and learners are engaged in activities and implementation to find a solution to the task.
5. Evaluation phase: At this phase, students evaluate each phase of dealing with the educational task, starting with knowledge management, through plan development, then decision-making, to application. Teachers and students also cooperate to evaluate students' findings. In addition, the teacher assigns students homework or classwork requiring implementing the Pentagram strategy. This phase includes ongoing monitoring and evaluation of learners' performance in previous phases. The teacher judges their performance and enhances their self-confidence by providing moral and material support, helping them achieve the desired results.
The Pentagram strategy requires advanced preparation and considerable planning effort, as well as the need for individual and collective assessment of learners, which increases implementation time. Some pupils may also have difficulty, especially at lower levels, due to their different mental abilities and difficulty adjusting to the new method (Al-Shoubaki, 2020). Given the benefits of the Pentagram strategy, such as improving intellectual performance and providing space for creativity, the researchers considers that it should be applied in humanitarian subjects to verify its effectiveness in students' achievement and attitudes. This strategy is compatible with Islamic education subject and facilitates its linkage to everyday life. This enhances students' ability to adapt to different learning situations and develop practical solutions to life problems. The Pentagram strategy is important for all students as it encourages them to move beyond anxiety and embarrassment while carrying out tasks using practical skills. It further promotes the search for logical solutions for success and contributes to the creation of an integrated classroom environment that supports teamwork and positive relationships, making it essential for positive education.
Academic achievement
Academic achievement is the first tool used by teachers to assess students' achievement of learning outcomes and measure their intellectual performance, making it a major focus of attention in the field of education. The measurement of achievement begins from childhood to the university stage, and has several meanings and dimensions. Educational literature provided several definitions of educational achievement, which the researchers presented some of them as follows: “Academic achievement represents the knowledge that a student acquires during a specified period of time,” and is evaluated by the results s/he achieves in the achievement examinations, which are used to measure the effectiveness of the educational strategy and the achievement of the goals (Al-Fakhri, 2018). Similarly, Harahsheh (2023) noted that academic achievement reflects the student's knowledge and experience and is an indicator of his/her scientific excellence. It is also an ongoing process used by the teacher to measure and improve the achievement of educational goals. The concept of academic achievement also refers to students' level of success in a particular subject and is the ultimate result of learning that educational institutions strive to achieve. Achievement is influenced by factors such as the learner, the subject matter, and the teaching methods used (Saadoun and Al-Shoun, 2021).
The researchers concludes from the above-mentioned definitions that academic achievement is centered on students' acquisition of knowledge, skills, and emotional values associated with educational goals, through various educational strategies and methods.
Academic achievement is also a basic mental activity of the student at school and is a mental process involving the student's learning and ability to express it (Okasha, 2003). It is a fundamental goal of education, and the student's success in his/her studies depends on him/her achieving this goal, contributing to his/her satisfaction and self-esteem. This requires multiple psychosocial needs, such as safety and respect. Students who perform highly at a given stage demonstrate the likelihood of continuing outstanding performance at subsequent stages, making it possible to predict their future performance level based on their previous results. To enhance the accuracy of this prediction, achievement tests must cover all parts of the course and be well-rated (Al-Fakhri, 2018). Tayseer (2023) stressed that academic achievement is of great importance in individuals' lives, noting that poor achievement may be the result of inadequate teaching methods that do not meet students' needs, resulting in difficulty in understanding the subjects and accumulating knowledge. Research has shown a close correlation between the use of modern education strategies, such as the Pentagram strategy, and the improvement of academic achievement.
Al-Omari and Al-Shanqiti (2013) pointed out some of the reasons for the student's low educational achievement, including absenteeism, procrastination in performing the required tasks, and lack of interest in time management. Academic achievement is also a fundamental criterion for determining students' educational level and is influenced by a range of factors, including external factors related to the student's environment, and internal factors associated with his/her personal characteristics (BouAbissa, 2018). The place of residence significantly affects students' academic achievement, as students living in developed areas and near libraries and cultural resources have better opportunities than others who lack such means (Musawi, 2014).
Academic achievement has several important characteristics, including its focus on knowledge and veracity in the subjects and its inclusion of grades reflecting students' knowledge on a particular subject. The level of academic achievement depends mainly on the knowledge and information students receive within the classroom, rather than their individual abilities. Further, it is measured through students' tests and requires cooperation between teachers, school, and students to achieve it (Mazyoud, 2009).
Students' academic achievement can be improved using modern strategies such as the Pentagram strategy, which relies on active learning and the student taking responsibility for learning and acquiring skills. The strategy focuses on targeted activities and problem-solving, and that the role of the teacher becomes facilitator to learning. It is also concerned with learning associated with factual problems, reliable assessment and feedback, and promotes cooperation and creativity while diversifying teaching methods to ensure the success of the educational process (Saada et al., 2006).
Attitudes
Education seeks to achieve countless goals, most notably the development of attitudes that affect the formation of the individual's personality and behavior. Attitudes are not innate but acquired through interaction with the environment and experiences of the individual (Qatami and Adas, 2002). They are defined as a conscientious situation that is shaped by an individual's beliefs and knowledge and prompts him to respond with specific behavior in specific situations, which determines his/her acceptance or rejection of such attitudes (Nasser, 1999).
Attitudes are an important indicator of predicting individuals' behavior in different situations. However, many teachers pay little attention to these attitudes while teaching humanities subjects. Therefore, it becomes necessary to focus on studies relating to them and the factors contributing to their development, in addition to the definitions they outline, in order to understand them sufficiently, including: the attitude is one's psychological and mental preparedness toward a particular topic or situation, manifested clearly by its positive or negative behaviors toward it, characterized by the steadiness and constancy to a certain extent (Shaqoura, 2002). Al-Adwan (2015) defines it as a relatively general and consistent feeling that reflects the response of individuals to people, subjects or attitudes in their environment, where this feeling is oriented either toward its support or opposition.
The researchers found that the attitudes are students' responses to a particular topic in humanities subjects with support or opposition, taking into account past experiences affecting this response. In general, the attitudes reflect a range of ideas, beliefs, feelings, and realizations on this topic.
Attitudes are characterized by a range of characteristics where they are acquired through learning and interaction with the environment, and that they are not instinctive. They contribute to the direction of behavior, where the student's actions can be predicted based on his/her attitudes. In their nature, attitudes are social, affecting the student's relationships with colleagues and vice versa. They are also preparations for a response, creating an individual's position in favor or opposition to a particular matter. Attitudes are characterized by their emotional component, which distinguishes them from other psychological concepts, and are relatively stable and adjustable over time. Finally, they can be measured through students' verbal or behavioral responses (Zaytoun, 2004).
According to Al-Adwan (2015), attitudes consist of three components: the first is the emotional component, which expresses an individual's emotional response to a particular subject, either by attraction or aversion. The second component is the knowledge which encompasses an individual's beliefs and information on the subject. The third is the behavioral component, which manifests itself in an individual's behavior toward this subject.
Siddiq (2012) points out that attitudes are divided into three types: collective attitudes that reflect the views of a large group, and individual ones that distinguish one person from another. There is also a variety of positive attitudes that indicate support, and negative ones that reflect opposition. The last type is the strong attitudes that last through time and the weak ones that an individual can easily abandon. Attitudes help one to express oneself and promote social interactions, and organize and support one's behavior in decision-making within society, thereby contributing to the development of one's knowledge and social relationships. These functions include that attitudes guide and interpret one's behavior and regulate motivational and knowledge processes related to the environment in which they live. It is also reflected in his actions and social interactions and helps him make decisions in a variety of situations. Attitudes illustrate the relationship between the individual and his/her social environment and contribute to the stabilization of his/her behavior, while enhancing his/her ability to think and debate about society's issues. Likewise, the stated attitude may sometimes reflect an individual's conformity with the norms of their society.
By reviewing the references and studies, the researchers found a strong correlation between students' attitudes toward learning Islamic education and their success in humanities subjects. The positive attitude toward the teaching method affects the student's acceptance of school concepts and the improvement of his academic achievement, making it necessary to take into account students' interests and tendencies.
Literature review
Dhiab (2023) conducted a study on the effectiveness of a program based on the Pentagram strategy in teaching social studies to develop historical knowledge management skills and historical reasoning among seventh-grade students. The study involved two groups each of (20) students, experimental and control. Pre and post-tests were applied. The results showed a statistical difference in favor of the experimental group, indicating the effectiveness of the strategy in improving knowledge management skills and historical reasoning.
In the same year, Mohsen (2021) conducted a study on the effectiveness of a training program based on the Pentagram strategy in developing the scientific research skills of 10 students from the Faculty of Home Economics at the University of Bishah, Saudi Arabia. The results showed statistically significant differences between students' grades in pre- and post-applications, proving the effectiveness of the program.
Similarly, Nuwair (2021) conducted a study on the effectiveness of the Pentagram strategy in teaching home economics to develop design thinking and psychological prosperity among second graders with learning disabilities. The sample included 42 students divided on two groups, experimental and control. The results showed a positive impact of the strategy in developing design thinking, achieving psychological prosperity, and reducing learner deficits, as well as a correlation between these variables among the experimental group.
Taha and Zayer (2022) conducted a study to explore the impact of the Pentagram strategy on the development of persuasive writing skills among middle-grade students. The study covered (52 students) divided into two groups: experimental (26 students) and control (26 students). The study used two tests: an essay and a persuasive writing test. The results showed statistically significant differences in favor of the experimental group.
Medhat (2022) conducted a study to explore the impact of the Pentagram strategy in developing future thinking among fifth grade female students studying the history subject in Iraq. The sample included 70 female students: (35) students were examined using the Pentagram strategy, and (36) in the traditional manner. The results showed statistically significant differences at the level of (0.005) in favor of the experimental group in the future thinking variable.
Al-Asadi and Al-Fatlawi (2023b) conducted a study on the impact of the Pentagram strategy on the profound understanding among fifth grade students studying the subject of Arabic in Iraq. The sample included 61 students, divided into two groups: an experimental group (31 students) studied in the traditional manner and a control group (30 students) studied using the pentagram strategy. The results showed that the experimental group excelled in the post-test.
Dhiab (2023) conducted a study to determine the effectiveness of the Pentagram strategy in teaching history on cognitive achievement and developing visual thinking skills among female secondary students in Egypt. The study was based on the quasi-experimental and descriptive approaches and was applied to 60 students in two groups: experimental and control. The results showed differences in favor of the experimental group in the two cognitive tests and visual thinking skills, with a close correlation between the use of strategy and the development of achievement and visual thinking.
Zaki and Zankana (2023) conducted a study on the impact of the Pentagram strategy on the crystallized intelligence of middle school students in government schools in Iraq. The sample included 53 students, divided into two groups: an experimental group of (27 students) studied using the Pentagram strategy, and a control group of (26 students) studied traditionally. The results showed the experimental group's superiority in the crystallized intelligence test.
AlQalaawi (2023) conducted a study on the effectiveness of the Pentagram strategy in teaching geography to develop sustainable thinking skills and solve geographical problems among secondary students in Egypt. The sample included 68 students evenly divided into two groups: an experimental and a control. The results showed that the Pentagram strategy was effective in developing these skills among the female experimental group students.
Al-Nadi (2023) conducted a study to explore the effectiveness of the Pentagram strategy in developing systemic thinking and learning pleasure for secondary school students in Egypt. The sample included 60 students distributed into two groups: an experimental group of (30 students) studied using the Pentagram strategy, and a control group of (30 students) studied traditionally. The study used three tests: achievement, evaluating organizational thinking skills, and the pleasure of learning. The results showed statistically significant differences in performance between the two groups in favor of the experimental group, with a positive correlation between achievement, systemic thinking skills, and learning pleasure.
Harahsheh (2024) conducted a recent study to assess the impact of English teachers teaching using the Pentagram strategy on achievement and critical thinking among seventh graders in Jordan. The study relied on the quasi-experimental approach, and included a sample of 60 students, distributed into two groups: an experimental and a control. The results showed statistically significant differences between the means of the two groups' scores in the achievement test in favor of the experimental group, as well as statistically significant differences at the level of (0.005) on the critical thinking scale in favor of the experimental group.
Through the review of previous studies, it is perceived that they relied on the Pentagram strategy and focused on addressing dimensions and variables (effectiveness and impact) of the Pentagram strategy in developing historical knowledge management skills and dimensions of historical reasoning, scientific research skills, design thinking and psychological prosperity, persuasive writing skills, thinking for the future, deep understanding, cognitive achievement, some visual thinking skills, crystallized intelligence, sustainable thinking skills, solving geographical problems, systemic thinking and learning pleasure, and in achieving and critical thinking.
The current study is distinguished by its research into the impact of the Pentagram strategy on two variables: educational achievement and attitudes toward Islamic education. It could be one of the first studies to address this strategy in Jordan's educational environment, where the researchers has not found previous studies on the Pentagram strategy in this area, which prompted the researchers to choose this study.
Study questions and hypotheses
In light of the foregoing, the study examined the impact of the Pentagram strategy on academic achievement in Islamic education subject and the attitudes toward it among tenth-grade students in Jordan by answering the following questions:
Question 1: What is the impact of Pentagram strategy on academic achievement in Islamic education subject among tenth-grade students?
Question 2: What is the impact of Pentagram strategy on the attitudes of the tenth-grade students toward Islamic education subject?
The study hypotheses: In the light of previous questions, the study attempted to test the following statistical hypotheses (zero):
The first hypothesis: There is no statistical difference of (α = 0.05) between the average achievement scores of tenth-grade students who studied Islamic education using the Pentagram strategy and those who studied in the traditional way.
The second hypothesis: There is no statistical difference of (α = 0.05) between the average attitudes of tenth-grade students who studied Islamic education using the Pentagram strategy and those who studied in the traditionally.
The objectives of the study
The study aims to identify the impact of Pentagram strategy on the academic achievement and the attitudes of the tenth-grade students toward Islamic education subject.
The significance of the study: The significance of the study stems from the theory and practice, as follows:
Theoretical significance
The theoretical significance of this study is to highlight the use of the Pentagram strategy in Islamic education. It seeks to build a theoretical framework that can serve as a reference for academics and teachers, and contribute to guiding teachers toward improving students' achievement and attitudes through its application in humanities subjects in general and Islamic education in particular.
Practical significance
This study focuses on the practical aspect of teaching and learning with emphasis on in-class interaction and the transition of knowledge to students' real lives. It presents findings and recommendations for improving teaching in Islamic education subject. It also provides researchers and teachers with expertise in the Pentagram strategy and its applications in classes to verify the improvement of academic achievement and attitudes toward Islamic education and to provide a model for using the Pentagram strategy to teach Islamic education subjects in schools, while providing practical evidence for Islamic education teachers on how to teach following the Pentagram strategy.
Study terminology and procedural definitions
Pentagram Strategy: a set of structured and sequenced actions aimed at solving a predetermined problem that helps the learner to be aware of his thinking processes, manage them, plan and make decisions and then apply them and observe his ideas (AbdelAziz and Morsi, 2017). The researchers defines the Pentagram strategy as a planned and systematic educational strategy pursued by students under the supervision of the Islamic education teacher to deal with an educational task that includes: gathering information, making a plan, making a decision to solve the problem, and then applying and evaluating the solution to apply it to similar educational tasks in Islamic education.
The traditional method: It is an educational method practiced by the teacher in the classroom, where he takes full responsibility for transferring knowledge to students by presenting and interpreting it and assessing their assimilation. The student's role in this traditional method is limited to receiving knowledge and answering the teacher's questions.
Academic achievement: an ongoing process the teacher carries out to measure the achievement of learning objectives of learners and to work toward their permanent improvement (Harahsheh, 2023). In the course of this study, academic achievement means, in a procedural manner, the results achieved by the students of the tenth-grade after learning the lessons specified in the subject of Islamic education using the Pentagram strategy during the second semester of the academic year 2023/2024, measured by the score obtained by the student in the achievement test prepared by the researchers for the purposes of this study.
Attitudes: The attitude is defined as the response of students that prompts them to take a supportive or opposing stance toward learning (Ziadna, 2021). Procedurally, it is defined as a gainful willingness to respond positively or negatively to the subject of Islamic education offered to tenth-grade students. It has been measured by the response of these students on the scale of students' attitudes toward the Pentagram strategy.
The delimitations and limitations of the study
Subject delimitations: This study was limited to the third module of the Islamic Education Book for the tenth-grade in Jordan.
Place delimitations: The study was limited to the tenth-grade students at Tariq bin Ziad Basic School in Marka district in Amman.
Time delimitations: The study was applied in the second semester of the academic year 2023/2024.
Limitations: The accurate dissemination of study results determines their tools and psychometric characteristics (validity and reliability), the degree of sample representation of the study population, and the seriousness and interest in responding to study tools by the students.
Method and procedures
This aspect addressed the study's methodology, sample, tools, and the verification of the validity and reliability of the tools. It also addressed the study's procedures, design, and statistical analysis.
The study approach followed the quasi-experimental research approach, as the appropriate approach for achieving its objectives.
Study samples
Tariq Ben Ziad Basic School, is one of the schools of the Directorate of Education of Marka district. Two out of eight classes of tenth-grade were randomly selected where one of them represented the experimental group (38 students) and the second the control group (39 students), with a total number of (77) students, the sample was selected using the random method in order to ensure equivalence between the experimental and control groups, as the study follow a quasi- experimental design.
The relatively small sample size is due to the nature of the quasi-experimental design and the fact that the study was conducted in a single school. Both groups were taught by the same teacher, who holds a master's degree in the subject area, which helps ensure consistency in instruction across groups.
All participating students were male, aged between 15 and 16 years old, and enrolled in the tenth grade. The students were generally similar in terms of academic performance, as well as their socioeconomic background, which supports the internal validity of the study by reducing variability related to external factors.
The study tools
The present study required the preparation of two tools; the first is an academic achievement test for the tenth-grade Islamic Education subject, where the teaching material is defined as the third module and consists of seven lessons. The learning outcomes were then determined according to Bloom's cognitive levels (remember, understand, apply, analyze, evaluate, and create) for all lessons. After this the achievement test specification table was prepared, which included the type of test items, target levels (outcomes), and percentage of each level. A test of (30) multiple-choice items of four options, one of which was correct, was then drafted.
The second tool was the scaling measure of the attitude toward Islamic education subject. It was prepared by reference to some previous studies, such as Al-Omari and Al-Shanqiti (2013). The scaling measure consisted of (33) items, where (23) were positive and (10) were negative, according to Likert five-point scale (strongly agree, agree, neutral, disagree, strongly disagree). Options were given marks of (5) to (1), if the items were positive and vice versa if they were negative. Thus, the highest mark on the scale was (165) and the lowest was (33).
Validity of the study tools: to verify the validity of the content of the achievement test, and to measure the attitudes toward Islamic education subject by presenting them to a group of curriculum and teaching professionals in their initial forms. These specialists recorded their observations about the tools, all of which were considered by the researchers. The tools were then made ready for implementation.
Reliability of the study tools
To verify the reliability of the two study tools, and to measure the attitudes toward Islamic education subject, a pilot sample was selected other than the study sample. One group of the tenth-grade was selected with (37) students. The tools were applied on two consecutive days, and each tool was reapplied 2 weeks after the first application. Using Pearson's correlation coefficient, the reliability of the two tools between the two applications was calculated, reaching (0.88) for testing, and (0.91) for measuring attitudes toward Islamic education subject.
Lesson materials
The lesson materials, that were taught, were prepared and included seven lessons: the right of citizenship; and the preservation of environmental resources; the donation of organs; the endowment and its provisions in Islamic jurisprudence; faith and action; applications to the provisions of the recitation in the Holy Quran; and from the masterpieces of our civilization (scientific achievements). These materials were prepared with access to educational literature that dealt with the Pentagram strategy, and with studies that prepared programs or guides on this strategy. The content has thus been reformulated in accordance with the Pentagram's strategy.
Study procedures
The study was carried out as follows:
• Preparing the study tools and verification of their validity and reliability.
• Intentionally selecting Tariq Ben Ziad Basic School and randomly selecting two groups of tenth-grade students to represent the study sample.
• Applying the study tools in advance to students of the two groups.
• Teaching the experimental group by implementing the Pentagram strategy, and the control group using the traditional teaching method.
• Applying the tools to the study groups.
• Presenting and discussing the results and formulating recommendations and suggestions.
Study variables
The independent variable: the teaching method has two levels: the Pentagram strategy, and the traditional method.
Dependent variables: achievement and attitudes toward Islamic education subject.
Study design
The study took the following design:
Where:
G1 represents the experimental group and G2 the control group.
O1: Pre-/post-achievement test. O2: Measure of attitudes toward Pre-/post-Islamic education subject.
X: Experimental processing (Pentagram strategy).
Results and discussion
Question 1: What is the impact of Pentagram strategy on academic achievement in Islamic education subject among tenth-grade students?
The means and standard deviations of the performance of the two study groups on the achievement test on the pre- and post-applications were calculated, and Table 1 shows the results.
Table 1. Means and standard deviations of the study groups' performance on achievement test on the pre and post-application.
Table 1 indicates that there is an apparent difference between the two means of the study groups' performance on achievement test on the pre and post-application, as the mean of the experimental group was the highest (24.86), the mean of the control group was the lowest (18.38). To ensure that the difference between the two means is statistical or not, the Analysis of covariance (ANCOVA) of the difference between the two means was used as shown in Table 2.
Table 2. Analysis of covariance (ANCOVA) of the difference between the two means of the study groups' performance on the achievement test on the post-application.
Table 2 indicates a statistically significant difference between the means of the study groups' performance on the achievement test on the post-application, based on the value of the calculated value of F (66.027), at an indicative level of (0.000), thus rejecting the first zero hypothesis, which reads “There is no statistically significant difference at the level of (α = 0.05) between the average achievement scores of the basic tenth-grade students who studied Islamic education in the Pentagram strategy and who studied in the usual way” accepts the alternative hypothesis, and to determine for which group the difference was statistically calculated the modified means and standard deviations. Table 3 shows the results.
Table 3. Modified means and standard deviations of study groups' performance on the achievement test on the pre and post-application.
Table 3 shows that the experimental group's modified mean average was the highest (24.87), while the post-mean of the control group was the lowest (18.36). This means that the difference favored the higher average, i.e., for the experimental group. This result indicates that teaching using the Pentagram strategy has an impact on the achievement of tenth-grade students in Islamic education subject, where it was (0.472). Figure 2 shows the improvement that occurred in the experimental group as a result of using this strategy.
Figure 2. Average performance of students on the achievement test in the pre- and post-measures and the average.
This result may be attributed to a range of advantages this strategy has, such as its focus on the student and making him the center of the learning process through his excitement and preparation at the introduction of the lesson through the first component (Knowledge), through which various questions were asked as a review of the previous lesson and as a prelude to the current lesson. These questions helped students assert their concepts and enhance their self-confidence and abilities under the supervision of the teacher, who was asking questions that would enable him to identify the students' strengths and aspects that need to be strengthened by providing timely and appropriate assistance using the appropriate working papers for each group of students in the working groups to which they are divided in this strategy. Teaching according to the Pentagram strategy contained tasks with clear instructions arranged and structured according to the steps of this strategy, and the time required to carry out any task was determined accurately. Further, the operationalization of the third component of this strategy has also played an important role in this outcome so that students have been given an important role in the appropriate decision-making tasks carried out in the lessons if they are correct or need to be modified. This has increased students' self-confidence and eliminated fear, hesitation, and embarrassment while carrying out tasks.
Moreover, one of the advantages of this Pentagram strategy is that it is continuous and that changes in learning that have occurred at each of the five stages have been monitored, with the teacher constantly correcting while monitoring these changes. The flexibility of this strategy through the transition from one phase to the other before the completion of the previous phase has to do with the linkage of concepts and terminology to the lessons provided to students. In addition, the integration of the phases of this strategy has led to the combination of parts of the concepts or terminology of the lessons according to these phases, which has served to shape a holistic general view of these concepts through which students have been able to understand and perceive and then move to another with new, overlapping concepts, which means integrating the previous knowledge with the current one.
The evaluation process used in this strategy, which depends on monitoring and recording changes during the education process and making appropriate adjustments promptly, may have enabled students to evaluate each stage of the strategy, manage knowledge on time, develop appropriate plans, issue decisions, and then evaluate the results of an educational assignment in each lesson so that the student and the teacher are familiar with the aspects of the education that take place within the classroom, so the difference appeared statistically between the experimental group and the control group.
This result is consistent with the results of the studies of Al-Asadi and Al-Fatlawi (2023a),b, Dhiab (2023), and (Harahsheh 2024), which indicated the effectiveness of the Pentagram strategy in achievement and other subordinate variables.
This result could be attributed to a range of advantages associated with the Pentagram strategy, including its main focus on placing the student at the center of the learning process. For example, during the initial phase (Knowledge), students were encouraged to actively engage through structured questioning that links prior knowledge to the new lesson. Such questioning help students reinforce their understanding, boost their self-confidence, and stimulate participation under the teacher's guidance. The teacher plays a key role in identifying student strengths and areas that need support, offering targeted interventions using appropriately designed worksheets for each group.
Teaching using the Pentagram strategy involved clearly defined and carefully sequenced tasks according to its five phases, with time allocations tailored to each activity. The third phase, decision-making, was especially impactful as it allowed students to make choices regarding the lesson tasks, reflect on their responses, and revise them when necessary. This autonomy contributed to reduce fear, hesitation, and embarrassment, while promoting active participation and a sense of ownership over the learning process.
However, while these findings are promising, it is important to consider other factors that may have affected the results. For instance, the teacher's qualifications and teaching style—holding a master's degree in the subject and teaching both groups—may have positively impacted student outcomes regardless of the strategy used. Moreover, a novelty effect may have played a role, as students often respond more enthusiastically to new instructional methods. Contextual factors, such as the supportive environment of a single school, could also have contributed to the positive results.
It is also worth noting that there are several limitations. The study was conducted with a relatively small sample size from one school, and all participants were male students of 15–16 years. Their academic and socioeconomic levels were relatively homogeneous, which limits the generalizability of the findings to broader, more diverse populations. Future studies should involve larger, mixed-gender samples across multiple schools and include more detailed demographic data to better understand the broader applicability of the Pentagram strategy.
Question 2: What is the impact of Pentagram strategy on the attitudes of the tenth-grade students toward Islamic education subject?
The means and standard deviations of the performance of the two study groups were calculated on the scale of attitudes toward Islamic education in the pre and post-applications. Table 4 shows the results.
Table 4. Means and standard deviations of the performance of the two study groups on the scale of attitudes toward Islamic education subject on the pre and post-applications.
Table 4 indicates an apparent difference between the two means for the performance of the two study groups on the scale of attitudes toward Islamic education subject on the post-application mean of the experimental group was the highest (4.10), and the mean of the control group was the lowest (3.71). To ensure that the difference between the two means has statistical significance or not, the (ANCOVA) analysis of variation (ANCOVA) has been used, and Table 5 shows the results.
Table 5. Analysis of covariance (ANCOVA) of the difference between the two computational averages of the study groups' performance on the scale of attitudes toward Islamic education in the post-application.
Table 5 indicates that there is a statistically significant difference between the two means for the performance of the two study groups on the scale of attitudes toward Islamic education in the post-application, based on the calculated F value (30.853) with an indicative level of (0.000), thus rejecting the second zero hypothesis, which reads “There is no statistical difference at the level of (α = 0.05) between the average attitudes tenth-grade students who studied Islamic education using the Pentagram strategy and those who studied in the traditional way.” The alternative hypothesis is accepted, and to determine for which group the difference was statistical, the two means and the standard deviations were calculated, and Table 6 shows the results.
Table 6. Modified means and standard errors for the performance of the two study groups on the scale of attitudes toward Islamic education in the post-application.
Table 6 shows that the experimental group's modified mean was the highest (4.12), while the post-mean for the control group was (3.69). This means that the difference was in favor of the higher average, i.e., in favor of the experimental group. This finding indicates that there is an impact of teaching using the Pentagram strategy on the attitudes of the tenth-grade students toward Islamic education, where the impact was (0.294). Figure 3 shows the superiority of the experimental group on the trends scale compared to the control group as a result of using the Pentagon strategy.
Figure 3. The averages of the students' performance in the experimental and control groups in the pre- and post-measures and the average on the attitude scale.
This result can be attributed to the fact that during the learning process, the students interact with the active learning pattern that provoked their motivation and helped enhance their learning. This improved their self-confidence and their abilities. It further caused them to effectively perform tasks and became aware of their learning stages through the components of this strategy. Therefore, their attitudes toward learning the subject of Islamic education they study according to this strategy. This enables them to apply what they have learned in the classroom in real-life situations so that they have a new, important, and effective meaning of education and that they can have positive attitudes toward the subject they study. In addition, this strategy is relatively recent in education and as a result of its several characteristics and advantages compared with the traditional method, which has kept students out of monotony and boredom in receiving information through the traditional learning process. The Pentagram strategy may have given students a positive attitude toward learning and the subject matter due to its many advantages.
Furthermore, this result could be attributed to the active actions through which Islamic education classes were designed according to the five phases of this strategy so that these five developments helped students proceed in learning according to their abilities without feeling embarrassed, taking into account the individual differences between them. Every phase of the strategy has played a role in promoting positive trends toward the subject of Islamic education. In the first phase, students began to learn about the results of the tasks, thereby provoking their motivation for research and learning, which means encouraging self-learning. In the second phase, appropriate plans were developed to deal with educational tasks, then the decision was taken in the third phase where students made decisions by agreeing on the best ways to carry out the educational tasks given to them. Then, in the next phase, the students implement and carry out the learning process as planned, taking into account the time specified in the plans. The last phase, the evaluation, played a pivotal role, particularly the provision of continuous feedback at every phase on students' learning from the beginning to the end of the course, which enabled them to adjust and correct the errors they made, thereby improving their learning and developing their attitudes toward the subject they were studying. This result is consistent with the results of the study of Al-Nadi (2023), which indicated students' enjoyment of learning in accordance with the Pentagram strategy.
This result can be attributed to the fact that during the learning process, students interacted with an active learning model that stimulated their motivation and enhanced their engagement. This, in turn, improved their self-confidence and their ability to perform tasks more effectively. Through the structured phases of the Pentagram strategy, students became more aware of their learning progress, which contributed to shaping more positive attitudes toward Islamic education. By experiencing a sense of involvement and autonomy in their learning, they were better able to apply classroom knowledge to real-life situations, leading to a deeper and more meaningful understanding of the subject.
Moreover, the strategy's novelty and negligence of traditional teacher-centered methods played a role in creating a more dynamic and less monotonous learning environment. The variety of activities, structured decision-making, and opportunities for self-expression may have helped students develop more favorable attitudes not only toward the learning process but also toward the subject matter itself. These aspects are consistent with previous research that highlight the role of student-centered strategies in improving learners' attitudes and academic engagement.
However, while the results suggest a positive impact on student attitudes, it is important to approach these findings with a degree of caution. Other variables may have contributed to the outcome, including the teacher's experience and enthusiasm in applying the new strategy, as well as the students' initial excitement in encountering a non-traditional method for the first time. This “novelty effect” may have temporarily boosted their motivation and perception of the subject.
Additionally, the scope of the present study was limited to male students from a single school, within a narrow age range and academic level. The participants shared similar academic and socioeconomic backgrounds, which, while helpful in controlling for external variables, also limits the diversity of perspectives represented in the results. Therefore, it is impossible to generalize these findings to all student populations without further research. Future studies should explore how the Pentagram strategy influences student attitudes across different age groups, genders, academic disciplines, and learning environments to better assess its overall impact and sustainability.
Recommendations
Based on the findings, the researcher's recommends the following:
1. Teachers construct Islamic education courses at other levels and classes in accordance with the Pentagram strategy, which has proved effective in the present study in achieving and developing attitudes in students toward Islamic education.
2. It is recommended to use the Pentagram strategy in classrooms after conducting further studies that confirm its effectiveness in classroom settings for the subject used in the current study.
3. It is recommended to support and encourage researchers to conduct further studies exploring the effectiveness of the Pentagram strategy across different subjects and grade levels, in order to broaden our understanding of its impact in various educational settings.
Data availability statement
The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.
Ethics statement
The studies involving humans were approved by Ministry of Education Jordan, Marka District, the forth Amman. The studies were conducted in accordance with the local legislation and institutional requirements. Written informed consent for participation in this study was provided by the participants' legal guardians/next of kin.
Author contributions
MT: Methodology, Supervision, Writing – original draft, Writing – review & editing. BA-M: Writing – review & editing, Writing – original draft, Data curation. AA-K: Writing – review & editing, Writing – original draft, Formal analysis.
Funding
The author(s) declare that no financial support was received for the research and/or publication of this article.
Conflict of interest
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
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The author(s) declare that no Gen AI was used in the creation of this manuscript.
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Keywords: Pentagram strategy, Islamic education, academic achievement, learning attitudes, tenth-grade
Citation: Talhouni MH, Al-Mawajdeh BS and Al-Khattab AA (2025) The impact of the Pentagram's strategy on academic achievement of Jordanian basic school students in Islamic education and their attitudes toward it. Front. Educ. 10:1596597. doi: 10.3389/feduc.2025.1596597
Received: 19 March 2025; Accepted: 22 September 2025;
Published: 09 December 2025.
Edited by:
Edi Setiawan, Surabaya State University, IndonesiaReviewed by:
Ssemwanga Ssonko, Grand Canyon University, United StatesMohammad Rindu Fajar Islamy, Indonesia University of Education, Indonesia
Flávio Almeida, University of Beira Interior, Portugal
Copyright © 2025 Talhouni, Al-Mawajdeh and Al-Khattab. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Mansour Hamed Talhouni, bWFuc291ci5oLmFsdGFsaG91bmlAYWh1LmVkdS5qbw==; Baker Sameeh Al-Mawajdeh, ZHIuYmFrZXJzbWhAZ21haWwuY29t; Ahmad Adnan Al-Khattab, YWE3NmtrQHlhaG9vLmNvbQ==