Nasaq

Education is considered the most beautiful in terms of what we remember, and it is the greatest in terms of what we hope for, as it shapes the features of our destiny, a nation, a country, a society, and a people, in a world in which it is difficult for us to compete without advanced, productive education, an education that is unrivaled by a system in terms of importance, but it does not receive attention despite the presence of the desire. Honest, real, good intentions, and persistent efforts, through which we hope to find in this research paper an echo of her ambitions and vision for tomorrow.

This research aims to explore the effect of implementing the "Interactive Historical Drama" strategy on developing learning motivation and deep understanding of historical concepts among middle school students. The researcher began by observing a decline in motivation toward history and the reliance of traditional teaching on rote memorization, which negatively impacts students' ability to analyze and interpret events within their temporal and social context. The research adopted a quasi-experimental approach, dividing a sample of 60 fourth-grade middle school students into two groups: an experimental group of 30 students who implemented interactive drama activities designed around the "Islamic Conquests" unit, and a control group of 30 students who studied using the traditional method. Data collection tools included two tests (pre- and post-tests) to measure learning motivation using a standardized scale, and the level of historical understanding using a questionnaire that included questions on causal connections, temporal framing, and narrative structure. Students' performance during the drama was also observed, and semi-open-ended interviews were conducted with a sample of students and teachers. Statistical analysis results (independent samples t-test and ANCOVA) showed a significant improvement in the experimental group's learning motivation by 32% after implementing the interactive historical drama compared to the control group (p < 0.01). Furthermore, the experimental group recorded a significant increase in their deep understanding of historical concepts, with an average increase of 27% in the comprehension test score (p < 0.01). Students who participated in the drama demonstrated their ability to connect events to their temporal context, analyze the motivations of historical figures, and construct coherent, evidence-based narratives. Teacher and student interviews confirmed that historical drama provided opportunities for emotional and intellectual interaction, contributing to increased student interest in seeking additional resources and engaging in group discussions.

Arabic has many characteristics, including the phenomenon of (adul). This phenomenon indicates the flexibility of Arabic and the change from one state to another. This change leads to highlighting the significance of words in their various contexts. A pronoun may change to a visible noun, and vice versa. He looked at this phenomenon of irregularity in names, and observed all cases of irregularity in names.