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:: Volume 8, Issue 2 (2023) ::
qaiie 2023, 8(2): 101-122 Back to browse issues page
The Content Analysis of the Textbooks Payamhay-e-Asemani (Heavenly Messages) and Din va Zendegi (Religion and Life) of Secondary high School Based on the Components of Michael Burba’s Theory of Moral Intelligence: The Shannon’s Entropy Method
Mehdi Ghane Ezzabadi1 , Hossain Hassani * 2, KAZEM Barzegar bafrooei1
1- Yazd University
2- Yazd University , hassani.hossain@yazd.ac.ir
Abstract:   (1187 Views)
Objective: This study aimed to analyze the textbooks of Heavenly Messages and Religion and Life in the secondary high school based on the components the Michel Burba’s theory of moral intelligence.
Method: The study was descriptive and content analysis type using ‘Shannon’s entropy’ method. The statistical population included 9 textbooks of heavenly messages and religion and life of secondary high school, published in 2023, which were analyzed using the census sampling method. In addition, the text of the lessons, pictures, sentences, poems, stories and verses were analyzed. The unit of analysis of written texts was sentences, and thematic analysis was used to examine the images. The tool of study was the verification form of the seven components of Burba’s theory of moral intelligence. The validity of the study was obtained based on the university professors’ and experts’ views, and its reliability was obtained through the Scott’s reliability coefficient, pi, equaled with 0.73. Data analysis was carried out using Excel software, and frequency distribution table, percentage, and importance coefficient were utilized.
Findings: In the reviewed textbooks, the component of self-discipline (WJ=0.216) had the highest importance coefficient, and followed by the components: fairness (WJ=0.188), patience (WJ=0.176), and empathy (WJ=0.164), respect (WJ=0.122), conscience (WJ=0.106), and Kindness (WJ=025), respectively. The highest importance coefficient for the components was (WJ=0.170) in the textbooks the Heavenly Messages of grade 7 and Religion and Life in grade 10, and followed by, the Religion and Life in grade 12, (WJ=167), the Heavenly Messages in grade 9, (WJ=0.165), the Religion and Life in grade 11, (WJ=0.164), had importance coefficient, and the lowest importance coefficient, (WJ=0.162), was the in the textbook the Heavenly Messages in grade 8.
Conclusion: In general, the components of moral intelligence do not have a balanced distribution when they are compared to each other, and the textbooks reviewed in different grades in secondary high school have also addressed these components in an imbalanced way.
Keywords: Payamhay-e-Asemani (Heavenly Messages), content analysis, secondary high school, Din va Zendegi (Religion and Life), moral intelligence, Shannon Entropy.
Full-Text [PDF 1250 kb]   (257 Downloads)    
Type of Study: Research | Subject: Special- quantitative
Received: 2023/10/21 | Revised: 2024/02/27 | Accepted: 2023/12/26 | ePublished ahead of print: 2023/12/29 | Published: 2023/12/31 | ePublished: 2023/12/31



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Ghane Ezzabadi M, hassani H, Barzegar bafrooei K. (2023). The Content Analysis of the Textbooks Payamhay-e-Asemani (Heavenly Messages) and Din va Zendegi (Religion and Life) of Secondary high School Based on the Components of Michael Burba’s Theory of Moral Intelligence: The Shannon’s Entropy Method. qaiie. 8(2), 101-122. doi:10.61186/qaiie.8.2.101
URL: http://qaiie.ir/article-1-1107-en.html


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Volume 8, Issue 2 (2023) Back to browse issues page
نشریه مسائل کاربردی تعلیم و تربیت اسلامی Journal of Applied Issues in Islamic Education
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