The Effect of Critical Thinking Skills in Explaining the Principle of the Enjoining Good and Forbidding Evil

The main purpose of this research is to determine the effectiveness of critical thinking skills in explaining the principle of enjoining good and forbidding evil in the second year students of Gilan secondary school. The statistical population was all high school students, with a frequency of 1626 girls' classes and 1678 boys' classes. The sampling method was of a multi-stage clustered probability type. The statistical sample of 262 people included 12 classes (6 treatment classes and 6 control classes) which were randomly selected from among tenth grade students. The experimental research method was conducted with the critical thinking skills questionnaire tool (Glaser-Watson test) for the pre-test. One week after teaching critical thinking skills to the treatment group, a post-test was conducted from both groups. The content of the indirect post-test was about enjoining good and forbidding evil. For analysis, parametric descriptive and inferential statistics were used according to the type of question and hypothesis. The findings showed that teaching critical thinking skills is effective for increasing students' ability to explain what is known and what is forbidden from what is wrong.