Analysis of student opinions on teaching the value of responsibility with educational games in Qur'an courses for the 4-6 age group of DIB

Play has been a natural occupation that has made people's time fun and quality since the past. Although play is an activity that appeals to children, adults are also involved in play activities. People can acquire many skills and information through play without realizing it. Therefore, the educational quality of play cannot be ignored. Games have been used in education due to their features such as being fun, motivating, instructive, and concretizing abstract concepts and facts. These games used in education are called "educational games". Values education is a subject that needs to be established in the pre-school period. Values based on a solid foundation in pre-school will have a positive effect on the individual's future life. Pre-school children may not be able to grasp the subject that is the teaching material immediately. For this reason, it is important to use methods and techniques appropriate to their developmental characteristics and ages while teaching them. The educational game method is one of the most effective teaching methods that can be used for pre-school. It is important to teach abstract concepts such as value education and skills that are difficult to acquire through educational games. Values education is given to students studying in Quran courses for the ages of 4-6. The aim of the study is to examine the opinions of students on teaching the value of responsibility through educational games in Quran courses for 4-6 year olds. For this purpose, four educational games designed by the researcher on the value of responsibility were applied to 12 students studying in Elazığ/ Hacı Veysel Demirci 4-6 year old Quran course. Semi-structured interview method was used to obtain data for the study. After the application of each game, interviews were conducted with the students. In addition, opinions were obtained from two observers, the researcher and the Quran course instructor, after the application. All these interviews were analyzed with NVivo 8 program, themes were created and findings were obtained. As a result of the analysis of the data, it was determined that the students and observers had positive, negative and suggestion opinions on teaching the value of responsibility through educational games. Positive and negative opinions are divided into two sub-themes as affective domain and cognitive domain. Most students expressed positive opinions on being happy, having fun, getting bored, wanting to play again, getting tired, having difficulty, being beautiful and liking the games in the affective domain. Most of the students expressed positive views on the cognitive domain as easily understanding, knowing the purpose and benefit, learning and remembering the content. Suggestion views consist of the subthemes of developing the game, who to play with and where to play. Students expressed different views on these themes. Observers stated that the games were nice, most students had a lot of fun during the games and did not get bored. In addition, they observed that there were students who got bored, tired and had difficulty while playing the games. Observers expressed their views on the cognitive domain as; students understood the games immediately and learned responsibility. In addition, observers reported that such games should be used in every course. As a result, it was seen that educational games had a positive affective and cognitive effect on students in teaching the value of responsibility. It is recommended that such games be used more in values education. Keywords: Religious Education, Presidency of Religious Affairs, values education, 4-6 years old Quran course, responsibility value, educational game