(Dabt Al-Quran) in Mushaf Uthmani and Mobile Learning Among Al- Quran Teachers in IMTIAZ, Terengganu

International Journal of Advanced Science and Technology Vol. 29, No. 05, (2020), pp. 1190-1198

The Knowledge of Mobile Learning and Quranic Symbols (Dabt al-Quran) in Mushaf Uthmani and Mobile Learning among al- Quran Teachers in IMTIAZ, Terengganu

Wan Mohd Khairul Firdaus Wan Khairuldin1, Nurfaizah Fauzi1, Wan Nur Izzati Wan Nor Anas2, Abdul Hanis Embong3, Mohd Mustaffami Imas1, Azizul Hassan1 1 Faculty of Islamic Contemporary Studies, Universiti Sultan Zainal Abidin 2Academy of Islamic Studies, University of Malaya 3Centre for Foundation and Liberal Education, Universiti Malaysia Terengganu

Abstract Quran is a revelation delivered to Prophet Muhammad s.a.w through angel of Jibril (Gabriel) as then subsequently written compilation into a manuscript. The Holy Quran covers many aspects of human life. Thus, the Quran should be taken care at its best, whether from the aspects of memorization, writing and also marking the diacritical points. Knowledge on putting the point, diagonal line and appropriate signs on mushaf al- Quran becomes obligatory for Muslims to help in reading, writing and understanding the Qur'an correctly. It also to avoid any errors and fraud against the Quran. However, there are still weaknesses on the knowledge of the symbols marking in the Quran among the Muslim community. Therefore, this study aims to highlight the previous studies which are related to the method of learning the al-Quran until the invention of modern technologies. Therefore, this study examines the relation of knowledge of quranic symbols in Uthmani Mushaf from the Islamic Scholar’s writing. This study objective to identify the level of knowledge among al-Quran teacher on quranic symbols in Mushaf Uthmani. This study uses quantitative methods, using the questionnaire as a tool of the study. The instrument has been tested on its validity and reliability to be used in questionnaire. Total number of respondents is a total of 127 people comprising al-Quran teachers in IMTIAZ, Terengganu. Data was analyzed using descriptive and inferential analyses through independent t-test. The findings of the study discovered that the usage of modern learning methods primarily m-Learning in learning the al-Quran can be utilised as a medium in learning the al-Quran. Overall, the results of this study found that those teachers have high level of knowledge about the symbols marking (dabt). Analysis of t-test also found there were no significant differences in min knowledge of the quranic symbols in Mushaf Uthmani based on race and gender among teachers of tasmi ' al-Quran in Imtiaz, Yayasan Terengganu. Analysis of t-test also found there were no significant differences in min knowledge of the symbols marking (dabt) Uthmani Mushaf based on age and gender among al-Quran teachers in IMTIAZ.

Keywords: mobile learning, dabt al-quran, symbol, IMTIAZ, knowledge

1. Introduction

Dabt al-Quran or Quranic symbols as marking in the Qur'an is one of the part in Quanic Knowledge disciplines. The quranic symbols are al-Quran’s alphabet. (Muhaysin, 1989:4). According to al-Daba (n.d.: 109), the sign in the form of the symbol that represents the rules for specific readings. Quranic symbol is one of the Muslim scholars early effort in maintaining the dignity of the Quran from reading errors.

Al-Daba (n.d.: 118) also explains that the emergence of Quranic symbols started since the beginning of the reign of the Caliph Muawiyah Ibn Abi Sufyan (660-680M). Tthe Governor of Basra, Iraq at that time, which is Ziyad Ibn Abih has ordered Abu al-

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Aswad al-Du’ali to put the diagonal line (harakah) at al-Quran’s letters in order to be read correctly.

In addition, Quranic symbols facilitates the reading of the Quran and to make sure readers follow the tajweed rules (the rules of quran recitation). Quranic symbols knowledge is very important to prevent from errors in reading which makes readers able to distinguish between mushaddad with mukhaffaf, sakin with mutaharrik, mad with qasr, or Hamzah Wasl with Hamzah Qata’ (Omar, 2001: 1834).

Examples of marking symbols (dabt) Uthmani Mushaf applied today are as follows:

The letter nun is marked with sukun to express Izhar Halqi.

The letter nun without sukun express Idgham.

The letter dal without tanwin that is not parallel to each other shows Idgham.

The letter dal marked with a parallel shows Izhar.

In addition, the creation of quranic symbols facilitates the recitation of al-Quran following the Tajweed even one do not really have sole knowledge on tajweed. Moreover, it is an obligation for a Muslim to read the Quran following the Tajweed rules, even learning tajweed knowledge is Fardhu Kifayah, which means not obligatory to each of the Muslims (al-Qadi, 1994; Ahmad Khalid Shukr, 2010). These things is in accordance with the phenomemon occured in Muslims society nowadays which differs in age, background,education and else. Those variations makes them unable to pursuit the knowledge and can not recite Al-Quran following the Tajweed rules because of some restraint in pursuiting Tajweed knowledge theorically.

There are many methods in learning the Quran that has been the focus of many Islamic scholars in studying the Quran (al-Salleh, 1985). Mohd Yusuf Ahmad (2000) stated that, Malaysia, for example, have carried out various efforts and methods to improve the ability of reading Quran among the Muslim community. These efforts have been undertaken by various parties including the government through the Ministry of Education, private agencies and individually. However, there are still weaknesses in the recitation of the Qur'an.

This has been proven through the statement by Mohd Yakub @ Zulkifli Mohd Yusoff and Saidi Mohd (2010) and Siti Fatimah Sudin (2002). The fact they found part of the students at the religious schools either the secondary level and higher is currently the illiterates of the Quran. They are also stated that the majority of Muslim students in schools is weak in mastering the knowledge of tajweed. Statement by Farehan Mohd. Hamid (2000), Nik Salidah Nik Mohd Fuad Saleh (2004), Nurul Mohd Shamsudin, R. (2004), Zuraidah Othman (2006), Daud Ismail (2010), Dzulkifli Izuli and Abdul Rahman Abdul Ghani (2013) and Fazlina Fadzil and Nurulazidah Jaafar (2011) also support this statement. Therefore, a mechanism and review of the methods of learning the Quran should be constructed in order to improve the ability in the study of the Quran.

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Moreover, according to the study made by Daud Ismail (2010) and Norasikin Arbain (2015), the achievement of students in learning the Quran also due to the factors that teachers are less skilled in the field of al-Quran. Although teachers are involved in teaching the subject of al-Quran, however not all of them majors in the Qur'an. Therefore, the effect of the lack of skills of trainers has led to negative implications in mastering the study of Quran with Tajweed. Therefore, this study is needed to resolve the weaknesses in the recitation of the Quran with the proper tajweed among the Muslim community generally and to the students in particular.Thus, this study wishes to identify the level of knowledge of the al-Quran teacher associated with the method of quranic symbols in Mushaf Uthmani.

Previous studies have showed that the usage of mobile learning or m-learning is very effective in teaching and learning. M-Learning methods have been carried out in developing countries such as Europe and the United States (Ahmad Sobri, 2010). However, in Malaysia, the usage of m-Learning is still in its infancy and needs to be developed as studies in many western countries have positive impacts on teaching and learning.

Siraj (2004), Syed and Tasir (2008), viewed the concept and importance of m- Learning in teaching and learning in Malaysia. They mentioned that the usage of mobile technology was a positive approach in the curriculum of the future in Malaysia. Their study also supported the usage of mobile technology and is suitable to use in teaching and learning in Malaysia.

However, a study by Shuib (2009) was the earliest studies on the usage of m- Learning in Malaysia. In addition, the study by Hussin et al., (2012) and A. Rahim (2013) also discussed regarding the awareness and willingness in utilising m-Learning. Both Ahmad Sobri Shuib study (2009) and A. Rahim (2013) studies discovered higher level of willingness of students and they had a positive awareness of mobile technology. However, in contrast with the findings of Supyan Hussin et al., (2012) who found the willingness of students in using mobile devices was moderate with the percentage of 46%. These findings were obtained due to budget constraints faced by the students to purchase an expensive phone like mobile phones through applications.

2. Objectives of Study

The studies conducted should contain precise objectives for strong results. Based on the problem statement, the objective of this study is to analyse the level of knowledge on the quranic symbols (dabt al-Quran) in Uthmani Mushaf among the al-Quran teachers in IMTIAZ, Terengganu. In particular, the objectives are divided into two: 1. To identify the level of knowledge on quranic symbols in Mushaf Uthmani based on construct among al-Quran teachers in IMTIAZ, Terengganu. 2. To Identify whether there is significant differences on the mean score of knowledge on the symbols marking (dabt) Uthmani Mushaf based on gender among the Quran teachers in IMTIAZ, Terengganu.

3. Hypothesis

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1. There were no significant differences on the mean score of knowledge on the symbols marking (dabt) Uthmani Mushaf based on gender among the Quran teachers in IMTIAZ, Terengganu.

4. Methodology

An important method in a research is data collection. A descriptive survey method by deductive through a questionnaire is used as a method of data collection (Neuman, 2006). According to Mohd. Najib Abdul Ghaffar (1999), the questionnaire instrument is appropriate to be used to assess the concepts related to attitude, perception and opinion. Therefore, this study uses the questionnare instrument adapted by Daud Ismail (2010). This study was conducted on al-Quran teachers in IMTIAZ, Terengganu. Respondents were selected by random sampling techniques to determine the total size of the samples. Based to Krajie and Morgan (1970) and also Gay dan Airasian (2003), the respondents required in this research is 127 teachers. They were selected among al-Quran teachers in IMTIAZ, Terengganu. Respondents were asked to provide a response in the form of their perception on the level of knowledge of the quranic symbols (dabt al- Quran) in the Mushaf Uthmani.

Set of questionnaire in this study uses the likert scale to assess the agreed answers of the respondents. According to Sekaran (2009) and Mohamad Najib Abdul Ghani (1999), the Likert scale is used to study the strength of the respondents in stating agreement on their knowledge based on survey statement item. The obtained data were recorded and analyzed using the Statistical Program for Social Sciences (SPSS) Version 22.0 for windows. Analyzing data is the process of categorizing, summarizing, arranging and manipulating data to answer study (Rozmi Ismail, 2013). Analysing data uses the frequency, percentage and mean to identify the level of knowledge among respondents on the quranic symbols in Uthmani Mushaf. Next, the inference analysis Independent t-test sample is used to compare the mean of two independent samples and test whether two samples that originated from different populations min. According to Noraini Idris (2010), min of two independent sample are significantly differs if samples are from different population. In interpreting variables, researchers have used descriptive analysis percent, mean score and standard deviation to interpret variables as suggested by Oxford (1990) as in Table 1.

Table 1: Interprestasi Mean score in the Independent and Dependent variaables Mean score Interpretation 1.00 to 2.33 Low 2.34 to 3.67 Medium 3.68 to 5.00 High Source : Adapted from Jamil Ahmad (2002), Abd Halim Ismail (2011)

The results showed that the survey have internal consistency reliability index that can be accepted. The actual reliability index for the whole instrument item is 0.968. This instrument reliability index for this survey is high and can be accepted to be use to carry out the actual test (Sekaran, 2003; Mc Millan & Schumacher, 2006).

5. Findings

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Descriptive analysis: This study uses descriptive analysis to answer the first objective of the study. Descriptive analysis is used to analyze the background of the respondent. This method finds percentages, frequency, mean and standard deviation for interpreting variable in the study.

The frequency and percentage is used to describe the background of the respondent. Meanwhile, the mean and standard deviation are used to identify the level of knowledge on quranic symbols in Mushaf Uthmani among the al-Quran teachers in IMTIAZ, Terengganu.

Respondents’ Demographic Background

This study involved 127 al-Quran teachers in IMTIAZ, Terengganu, consists of 57 male respondent (44.9%) and 70 female respondent (55.1%) from different range of age that has been classified into five groups. The group classified to 20-25 years, 26-30 years, 31- 35 years, 36-40 years and 41years and upper. Majority of them aged 26-30 years, which is 42 respondent (33.1%) and the lowest is at the age of 20-25years, which is 12 respondent (9.4%) out of 127 respondent.

The findings also showed a majority of respondent’s marital status are married at 105 respondents (82.7%), 17 single respondents (13.4%) and widower/widow of 5 respondents (3.9%). Meanwhile, education level of the respondents showed majority of them got education at Sekolah Menengah Agama (SMA) of 36 respondents (28.3%), 33 respondents from university (26.0%), 23 respondents from Sekolah Pondok (18.1%), 16 respondents from Maahad Tahfiz/Institut Quran (12.6%), 7 respondents of Sekolah Menengah Kebangsaan Agama (SMKA) (5.5%), 4 respondents (3.1%) from Sekolah Menengah Kebangsaaan (SMK) and 8 person (6.3%) from others.

In addition, the findings also shows the knowledge disclosure of quranic symbols among the majority respondents is not so often at 57 respondents (44.9%) regularly of 36 respondents (28.3%), not frequently of 26 respondents (20.5%), never of 6 respondents (4.7%) and often of only 2 respondents (1.6%). This shows that some of them are less exposed to the knowledge about Quranic symbols.

Perception on the knowledge of Dabt al-Quran

Table 2 shows the item used to construct perception of knowledge on dabt al-Quran Mushaf Uthmani among the tasmi’ al-Quran teachers in Imtiaz, Yayasan Terengganu. As referred to the finding, the mean value obtained showed that majority of the respondents are aware of the symbols marking existing in the Qur'an with the mean value of between 3.64 to 3.84, while the value of the standard deviation obtained is between 0.53 to 0.59. This shows the mean values are at a high level among al-Quran teachers in IMTIAZ, Terengganu.

Table 2: Perception on the knowledge of Quranic Symbols in Mushaf Uthmani Bil. Item Mean Standard N Deviation 1. Your knowledge on the concept of dabt Al- 3.64 0.59 127 Quran 2. Your knowledge on the importance of dabt 3.69 0.53 127 Al-Quran knowledge 3. Your knowledge on symbols marking 3.84 0.57 127 existing in the Qur'an

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4. Your knowledge on the need of symbol 3.83 0.58 127 marking for Al-Quran recitation. 5. Your knowledge on reciting method and 3.68 0.56 127 symbols marking dabt existing in Al-Quran Valid N (listwise) 127

Level of knowledge on Quranic symbols in Mushaf Uthmani.

Based on Table 3, the mean for all item to construct knowlege on Quranic symbols in Mushaf Uthmani, among respoondents is at high level, which is between 4.24 to 4.49. while the standard deviation obtained is between 0.53-0.62. Highest mean score on this symbol dabt Al-Quran is the sabdu symbol with mean score of 4.49 and standard deviation of 0.53. Meanwhile, the lowest mean score is the letter sign that has been removed with the mean score of 4.24. However, the overall findings of this study showed the majority of respondents are aware of the Quranic symbols in Uthmani Mushaf which is found in the Qur'an.

Table 3: Level of knowledge on Quranic symbols in Mushaf Uthmani. No. Item Mean Standard N Deviation 1. Symbol harakat 4.47 0.53 127 2. Symbol Sukun 4.48 0.53 127 3. Symbol Sabdu 4.49 0.53 127 4. Symbol Mad 4.44 0.56 127 5. Symbol Hamzah Wasl 4.43 0.56 127 6. Symbol Hamzah Tashil 4.28 0.62 127 7. Symbol Hadhaf 4.24 0.61 127 8. Symbol Ziyadah 4.41 0.55 127 9. Symbol Izhar 4.43 0.56 127 10. Symbol Idgham 4.42 0.56 127 11. Symbol Ikhfa' 4.43 0.54 127 12. Symbol Iqlab 4.46 0.53 127 13. Symbol Imalah 4.35 0.56 127 14. Symbol Ishmam 4.32 0.64 127 15. Symbol Waqf 4.37 0.56 127 16. Symbol Saktah 4.42 0.54 127 17. Symbol Sin above Sod 4.34 0.59 127 Valid N (listwise) 127

Inference Analysis:

This study also uses the inferential statistical analysis to know the relationship between two types of variables under review , which is independent variable and dependent variable. This study uses independent t-test, after getting normal data review. Referring to the study, comparison of mean score on the knowledge of quranic symbols in Mushaf Uthmani carried out on two groups of male and female.

Table 4: Analysis of Independent T-test between the Gender Variables and The Level of Knowledge on Quranic Symbol in Mushaf Uthmani.

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Gender N Mean Standard T Sig.

Deviation value p= (0.05) Knowledge on Quranic in Male 57 4.42 0.54 0.371 0.100 Mushaf Uthmani Female 70 4.38 0.46

Table 4 shows the analysis of independent t-test between variable with the level of knowledge of the quranic symbols in Mushaf Uthmani by respondents. Analysis of this test interprets the mean value and standard deviation to see the mean score’s differences between the two variables. The result of the analysis shows that there is no significant differences between the score mean on knowledge of the quranic symbols in Mushaf Uthmani based on gender among the al-Quran teachers in IMTIAZ, Terengganu. These things can be seen from the difference in the level of knowledge among male teachers and female teachers is t = 0.371 and the value of p =0.100.

The significance level is larger than 0.05 ( p= 0.100 > 0.05). So, t-test hypothesis is null. It means that there is no significant difference of mean score between male teachers (4.42) and female teachers (4.38) according to gender for the knowledge on quranic symbols in Mushaf Uthmani of al-Quran teachers in IMTIAZ, Terengganu.

Therefore, it can be concluded that the level of knowledge of the quranic symbols in Mushaf Uthmani among al-Quran teachers in IMTIAZ, Terengganu did not affected by gender. This shows that the male respondents and female respondents have the same level of knowledge on quranic symbols in Mushaf Uthmani.

6. Discussion

Overall, findings of the study is parallel to the study made by Daud Ismail (2010) that found the whole level of rasm and dabt Mushaf Uthmani of j-QAF teachers in Terengganu is high. He added that j-Qaf’s teachers skills on quranic symbols is more prominent against the rasm (writing script) of Uthmani Mushaf.

7. Conclusion

Based on previous discussion, as a whole, can be concluded that the extent of knowledge on the quranic symbols in Mushaf Uthmani among al-Quran teachers in IMTIAZ, Terengganu is at high level. Therefore, it is suggested that a Muslim shall learn about quranic symbols in Mushaf Uthmani. This is because of mastering the knowledge of quranic symbols in Mushaf Uthmani can be useful to be applied in the recital of Al- Quran.

Findings of this study is divided into two parts. First, explanation of factors influencing individual psychology to become a transsexual. Meanwhile, the second part of study findings is explanation of Islamic psychological methods that are implementable in rehabilitation of transsexual practicers.

Acknowledgments

This project was funded by the Center for Research Excellence and Incubation Management (CREIM) UniSZA. We would like to thank UniSZA & for the financing and facilities provided.

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