"The Impact of Using the JIM Model on Analytical Thinking Skills among Second-Year Intermediate Female Students."

Abstract

The current study aims to investigate the impact of the JIM model on analytical thinking skills among second-year intermediate female students. The research sample consisted of 124 second-year intermediate students during the second semester of the 2024–2025 academic year. Al-Maqdisi Basic School for Girls, affiliated with the General Directorate of Education in Baghdad / Al-Rusafa First, was randomly selected. The school included three sections; Section (A) was chosen as the experimental group, taught using the JIM model, and consisted of 62 students. Section (B) represented the control group, also with 62 students. The two groups were matched based on several variables, including intelligence level, parents’ educational background, prior knowledge in mathematics, previous academic achievement, and chronological age in months.To collect data, an analytical thinking skills test was developed, consisting of 28 multiple-choice items. The test was reviewed by a panel of experts in mathematics and its teaching methods to ensure its validity. Reliability was calculated using the Kuder-Richardson Formula 20 (KR-20), yielding a coefficient of 0.80, indicating acceptable reliability.

After conducting the experiment, the analytical thinking test was administered to both groups. The results revealed a statistically significant difference in favor of the experimental group. In light of these findings, the study recommends the use of the JIM model in teaching mathematics due to its effectiveness in encouraging students to think aloud. It also recommends training teachers on its effective implementation. The model demonstrated a positive impact by enhancing students’ ability to understand various real-life situations.