The Degree of Inclusion of the Concepts of Jerusalem and Their Connotations in the Content of the Islamic Education Book for the Fifth Grade

Abstract

This study aimed to determine the extent to which the Islamic Education textbook for fifth grade includes concepts and their associated connotations. This was accomplished by compiling a list of these concepts and analyzing the book's content to monitor their presence and distribution. The researcher adopted a descriptive and analytical approach, given its suitability for such studies. Statistical analysis utilized frequency distribution, percentages, and ranks, in addition to the Holsti equation, to verify the validity and accuracy of the results. The results showed that the book included several concepts related to Jerusalem, with the concepts of Al-Aqsa Mosque and Jerusalem appearing at a significant and high level. Other concepts, such as the Al-Aqsa Mosque, appeared at a moderate level in additional places in the book. The concepts of "Kippos," "Islamic Orphanage," "Arab Child House," "Jerusalem Mountains," and "Al-Aqsa Gates" appeared at a very low level. These results indicate the need to promote the broader and deeper inclusion of concepts related to Jerusalem in Islamic Education textbooks, which will contribute to strengthening students' religious and national awareness. Keywords: Islamic Education textbook, fifth grade, concepts of Jerusalem, Al-Aqsa Mosque, Palestinian curricula, content analysis, national identity.