The relationship and expectations of imam-hatip high school students to the history of Islamic course (The example of Kilis province)

ABSTRACT THE RELATIONSHIP AND EXPECTATIONS OF IMAM-HATIP HIGH SCHOOL STUDENTS TO THE HISTORY OF ISLAMIC COURSE (THE EXAMPLE OF KILIS PROVINCE) ALTAY, Abdulkadir Master's Degree, Department of Islamic History and Arts Supervisor: Prof. Dr. Kasım ERTAŞ July 2025, 88 pages This study aims to identify the levels of interest, attitudes, expectations, and perceptions of students enrolled in ımam-hatip high schools regarding the Islamic History course, as well as their evaluations of the course content and instructional methods. Islamic history is not merely a religious chronology but a multifaceted field encompassing the development of civilization, culture, and social structures. Accordingly, the study analyzes students' engagement with the course from both individual and socio-cultural perspectives. The research was conducted during the spring semester of the 2024–2025 academic year with 292 students enrolled in official ımam-hatip high schools in Kilis, Turkey. The study employs a descriptive survey model, and data were collected using a five-point Likert-type questionnaire developed by the researcher. Descriptive statistics such as frequency, percentage, and arithmetic mean were used in the data analysis. According to the findings, a significant proportion of students reported that they chose to attend ımam-hatip high schools voluntarily. These preferences were mostly associated with the desire for religious education, aspirations to pursue theology studies, and expectations for societal roles. However, a portion of the students also stated that family influence or necessity played a role in their school choice, indicating that student orientation is shaped by both personal and external factors. The results also revealed strong emotional attachment to religious values. Students demonstrated a high level of internalization of religious practices and symbols. Regarding the Siyer (Prophetic Biography) course, it was found that students perceive it not only as an academic subject but also as a channel for value transmission and identity formation. The life and example of the Prophet Muhammad play a significant role in shaping students' religious attitudes and behaviors. In contrast, while students generally displayed a positive attitude toward the Islamic History course, concerns emerged about its effectiveness. Some students found the course unengaging, considered the instructional materials insufficient, and expressed difficulty in relating historical knowledge to present-day life. This indicates a need to improve the course's content delivery, instructional diversity, and material quality. The prevalence of neutral responses on factual knowledge questions also suggests superficial learning and a lack of pedagogical depth in course delivery. Overall, the findings highlight the need for a more effective curriculum aligned with students' expectations. Courses such as Siyer and Islamic History should be restructured with enriched interdisciplinary content, supported by visual and digital resources, and delivered through constructivist learning approaches. Improving the pedagogical competencies of teachers and implementing student-centered instructional practices could significantly enhance learning outcomes. This study not only reveals the significance of the Islamic History course in student development but also offers concrete insights into improving the pedagogical function of the subject. The results are largely consistent with existing literature and may provide a valuable reference point for future large-scale educational research. Keywords: Islamic History, Prophetic Biography, Attitude, Religious Values, Interest, Expectations.