The Effect of the Multimedia-Supported Pentagram Strategy on Cognitive Depth in Social Studies

Background/purpose. The current study aimed to identify the effectiveness of employing the multimedia-supported pentagram strategy on cognitive depth in social studies in developing students' cognitive depth. Materials/methods. The current study employed a quasi-experimental approach to study the Pentagram strategy in teaching Islamic Civilization to seventh-grade females at Jawharat Al-Manara Secondary School, affiliated with Bani Obaid District, Irbid, during the academic year 2024/2025. The study material, a teacher's guide for the Pentagram strategy, was verified for validity and reliability. A cognitive depth test was also developed, and the sample was divided into two groups: a control group of 19 students and an experimental group of 19 students, both of whom were randomly selected for the study. The study aimed to understand the effectiveness of the Pentagram strategy in teaching Islamic Civilization. Results. The results showed a statistically significant difference between the average performance of the experimental and control groups on the cognitive depth test as a whole and for each of the cognitive depth skills (remembering, application, extended thinking, strategic thinking), attributed to the teaching method (regular and pentagram), and in favor of the experimental group that studied using the pentagram strategy. The size of the effect resulting from the use of the pentagram strategy amounted to 63.3%. Conclusion. The Pentagram strategy significantly improved cognitive depth skills among seventh-grade students in social studies through the use of open-ended questions, analysis, interpretation, and real-life applications. This approach is effective for designing educational situations targeting advanced thinking, especially in primary education. The study recommends incorporating activities, training teachers, and comparing the effectiveness of the Pentagram strategy with other cognitive strategies.