Abstract

Objectives: The present study aimed to identify the jurisprudential concepts that twelfth grade students need to acquire and to determine the effect of teaching using artificial intelligence based electronic concept maps on the acquisition of jurisprudential concepts among twelfth grade students. Methods: The experimental method was followed using a quasi-experimental design. The study sample consisted of sixty students selected from two twelfth grade classes. Results: The study reached several results, the most important of which was that the effect size of using electronic concept maps on students' achievement in the jurisprudential concept test was moderate. The study also revealed statistically significant differences between the mean scores of the control and experimental groups in the post-test of jurisprudential concepts related to financial transactions. The differences favored the experimental group that was taught using electronic concept maps. Conclusions: The study recommends continuous and ongoing development of the Islamic Education textbook for the twelfth grade and other grade levels by specialists in order to verify fundamental jurisprudential concepts and ensure their alignment with students' needs.