The effect of Barman's model on developing systematic thinking skills among fourth-grade female students

The current research aims to identify (the effect of the Barman model in developing systematic thinking skills among fourth-grade middle school students). The research sample consisted of (62) fourth-grade middle school students who were randomly selected from Andalusia Girls' Secondary School affiliated with the General Directorate of Nineveh Education for the academic year (2024-2025). They were distributed into two groups, one of which was experimental, with (30) students who studied the Holy Quran and Islamic education according to the Barman model, and the second was a control group, with (32) students who studied according to the usual method. The researcher prepared a test for systematic thinking consisting of four skills (system analysis, bridging gaps, understanding relationships, and composing the system).Each skill had (4) specific-answer essay questions, so the total number of questions became (16) questions. The results showed:1) There is no statistically significant difference between the average scores of students in the experimental group who study according to the Barman model and the average scores of students in the control group who study according to the usual method in developing System analysis skill2) There is no statistically significant difference at the significance level (0.05) between the average scores of the experimental group students who studied using the Barman model and the average scores of the control group students who studied using the usual method in developing the skill of bridging gaps.3) There is no statistically significant difference at the significance level (0.05) between the average scores of the experimental group students who studied using the Barman model and the average scores of the control group students who studied using the usual method in developing the skill of perceiving relationships.4) There is no statistically significant difference at the significance level (0.05) between the average scores of the experimental group students who studied using the Barman model and the average scores of the control group students who studied using the usual method in developing the skill of system construction.5) There is a statistically significant difference at the level (0.05) between the average scores of the experimental group students in the pre-post systemic thinking test in favor of applying the post-test with the higher arithmetic mean.In light of the research results, the researcher reached a number of conclusions, including that the Barman model has a major role in developing systematic thinking for fourth-year middle school students in the Holy Quran and Islamic education. The researcher recommended several recommendations, including: the necessity for teachers of the Holy Quran and Islamic education to pay attention to diversifying the use of modern teaching models, which depend on the learner's positivity and interaction in educational situations.