Abstract/Hauptbeschreibung (Englisch)

This study aims to investigate the effect of the modeling strategy ‎on developing systematic thinking among fifth-grade literary ‎students in history. To test the validity of the null hypotheses ‎formulated by the researcher, an experimental design with partial ‎control was employed (experimental group and control group) ‎using pre- and post-tests. ‎ The study sample consisted of 60 students divided equally into ‎two groups (30 students in each group). The researcher ensured ‎equivalence between the two groups in variables such as (parental ‎academic achievement, students' chronological age calculated in ‎months, final history grades for the second semester of the 2021-‎‎2022 academic year, intelligence test scores, and pre-test scores ‎on the systematic thinking scale).‎ The study tool used was the systematic thinking scale prepared by ‎Al-Sarai (2015), consisting of 40 items, each with five response ‎options: always, often, sometimes, rarely, never. The validity and ‎reliability of the tool were verified. The researcher used the T-test ‎for two independent samples of equal size and the T-test for two ‎dependent samples.‎ The results showed that the experimental group outperformed the ‎control group in the post-application of the systematic thinking ‎scale, demonstrating the growth of systematic thinking among the ‎experimental group students compared to the control group. ‎Based on these findings, the researcher recommended that ‎teachers adopt the modeling strategy due to its effectiveness in ‎developing systematic thinking.‎ As an extension and continuation of this study, the researcher ‎suggested conducting further studies on the effect of the modeling ‎strategy on other variables, such as inferential thinking or ‎reflective thinking‎