Content Analysis of Arabic books for high school (Humanities) Based on the Torrance Creativity Model and Its Reflection in the Leraner’s Cognitive Domains

Creativity and problem-solving ability are important in curricula. In the meantime, teaching Arabic as the language of the Quran, due to its linguistic and skill-based nature, has a high capacity to strengthen divergent thinking, which can help strengthen learners' creativity through activities such as creating sentences and rewriting texts in simple language. However, the level of attention paid to creativity components in textbooks has been a matter of reflection. In this regard, analyzing the content of Arabic books for the high school based on Torrance's creativity elements (Fluency, originality, flexibility, and Elaboration) with an emphasis on practical dimensions is of importance, because the educational content and its presentation method are directly related to Bloom's cognitive levels. The present study, using a descriptive-analytical method and a combined approach (quantitative and qualitative), examines the position of creativity elements and their correspondence with cognitive levels in Arabic textbooks for the tenth, eleventh, and twelfth grades. The findings indicate that the elaboration element has the highest frequency compared to other, which has led to deepening learning and accurate understanding of the text and translation, while the originality element, with the lowest frequency, indicates the content's lack of attention to innovation and high levels of cognitive development. Overall, it can be concluded that the attention given to creativity components in the content of Arabic textbooks is mainly centered on understanding, application, and analysis, and, in comparison with the components of originality and flexibility, provides less capacity for fostering divergent thinking and reflecting higher-order cognitive levels.