Effectiveness of formalism strategy based on the burden of knowledge on the achievement of second-year students in jurisprudence

Abstract:
This study aims to identify the effectiveness of the use of the Visual Strategy that based on the Knowledge LoadTheoryon the achievement of second-grade high school students at Fiqh curriculum.The study aims to achieve its objectives throughidentifying whether there are statistically significant differences between the mean scores of students in the experimental group who learn by using the Visual Strategy that based on the Knowledge Load Theory, andthe mean scores of their peers in the control group who learn by using the traditional way. On the other hand, the study uses the quasi-experimental approach. After the application of the experiment and the analysis of its data, the researcher hasfound a number of results.The most import results are as follows: (i) Superiority of the students in the experimental group on the students in the control group at the post-application of the Fiqhcurriculumtest. (ii) Superiority of the post-performance on the pre-performance of experimental group, which indicates the effectiveness of using the Visual Strategy that based on the Knowledge Load Theory on the achievement of second-grade high school students at Fiqh curriculum. In conclusion, the researcher mentions a number of recommendations including: (i) Working on whatever enhances the effectiveness of the use of the Visual Strategy that based on the Knowledge Load Theory on the achievement of second-grade high school students at Fiqh curriculum. (ii) Working on creating the right environment to enhance the effectiveness of the use of the Visual Strategy that based on the Knowledge Load Theory on the achievement of second-grade high school students at Fiqh curriculum. (iii) Establishing workshops and seminars to discuss how to enhance the effectiveness of the use of the Visual Strategy that based on the Knowledge Load Theory on the achievement of second-grade high school students at Fiqh curriculum.