Vol. 7, Issue 2, Part B (2025)

This research aims to study the impact of employing the educational storytelling method in teaching Islamic creed concepts to fourth-grade elementary students. A quasi-experimental approach was adopted, whereby a sample of 60 fourth-grade students was divided into two groups: an experimental group taught using stories to address creed concepts, and a control group taught using the traditional method. The research tools included an achievement test to measure understanding of the targeted creed concepts, whose validity was verified through presentation to a panel of judges, and its reliability coefficient reached 0.78. A attitudes scale was also used to measure students' acceptance of the subject, before and after the intervention. The study results showed a statistically significant difference at the 0.05 significance level between the mean performance of the experimental group and the control group in the post-test, in favor of the experimental group, indicating the effectiveness of the storytelling strategy in enhancing cognitive achievement of creed concepts among students. The attitudes of students in the experimental group toward Islamic education also improved compared to the control group. In light of these findings, the study recommends systematically integrating the storytelling method into Islamic education curricula at the elementary stage, and providing training programs for teachers on effectively using stories in teaching.