The Effect of The Idea Nomination Strategy on Developing Pivotal Thinking Skills Among Eighth Grade Students in History

Abstract

The aim of this research is to find out the effect of the idea nomination strategy on developing pivotal thinking skills among eighth grade students in History. The research method is the experimental method by taking two groups of students. The study population consists of eighth grade students for the academic year (2023-2024). The sample was taken purposively in the Margaret Educational Community in the Sulaymaniyah Governorate Center, which consists of (30) students. After conducting a random parity, grade (A) was chosen as the control group and grade (B) as the experimental group. To achieve the goal of the study, a scale for the development of Pivotal thinking skills, which consists of (40) items. The validity of Cronbach's alpha was found by presenting the scale to experts in the fields of teaching methods, psychology, and History. Then construct validity was found. Reliability was found by means of the statistical coefficient (Cronbach’s alpha), which is (0.89) and then the discriminatory power of the items was found and it was found that all the items have the discriminatory ability.