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

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(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- ISSN: 2005-4238 IJAST 1190 Copyright ⓒ 2020 SERSC International Journal of Advanced Science and Technology Vol. 29, No. 05, (2020), pp. 1190-1198 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. ISSN: 2005-4238 IJAST 1191 Copyright ⓒ 2020 SERSC International Journal of Advanced Science and Technology Vol. 29, No. 05, (2020), pp. 1190-1198 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 ISSN: 2005-4238 IJAST 1192 Copyright ⓒ 2020 SERSC International Journal of Advanced Science and Technology Vol.
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