i DESIGN MODEL OF BASIC AL-QURAN LEARNING …eprints.utm.my/id/eprint/79038/1/SitiNazirahMuhamadMFC2016.pdfPemilihan komponen ini adalah berdasarkan model reka bentuk Struktur Blok

i

DESIGN MODEL OF BASIC AL-QURAN LEARNING COURSEWARE BASED

ON PERSUASIVE SYSTEM DESIGN FOR TODDLERS

SITI NAZIRAH MUHAMAD ZAINULDIN

A thesis submitted in fulfilment of the

requirements for the award of the degree of

Master of Science (Computer Science)

Faculty of Computing

Universiti Teknologi Malaysia

SEPTEMBER 2016

iii

This thesis is dedicated to my family especially umi and abah for their endless

support and encouragement.

iv

ACKNOWLEDGEMENT

First and foremost, I would like to express heartfelt gratitude to my main

supervisor Dr. Aryati Bt Bakri and co-supervisor Puan Hawaniah Bt Zakaria for her

constant support during my study at UTM. Her willingness and kindness to motivate

me contributed tremendously to our project.

Besides, I would like to thank my friends for their endless support. Lastly

thanks to Universiti Teknologi Malaysia (UTM) authority for providing me with a

good environment and facilities such as Computer laboratory to complete this project

with software which I need during process.

v

ABSTRACT

Nowadays, there are many courseware design models for learning basic Al-

Quran. Previous studies on the models were developed for various ages. However,

some of the components in the models are not suitable for toddler’s learning ability

level. This research developed a courseware design model, MyFurqan for toddlers to

learn basic Al-Quran. The process started with developing the courseware,

evaluating the design model, and measuring the effectiveness. Based on literature

review, this study proposed a new courseware design model, comprising six

components, which are course content, design guidelines, learning approach, learning

theory, multimedia elements and technology. Selection of these components was

based on the design model Block Structure, which was used to develop the initial

model for this research. From the model, a courseware was developed to test the

components. Al-Furqan learning method was applied in the course content to

introduce sounds familiar to toddlers. E-flashcard was used to deliver the learning

content using multimedia elements. Visual, Auditory and Kinesthetic (VAK) was

applied to support toddler’s learning styles which consist of pictures, sounds and

animations. The outcome/change matrix and persuasive principles were used as

guideline to design in a persuasive manner. Mobile technology was applied as a

learning platform to make learning process happen anywhere at any time. The quasi-

experimental evaluation of pre-test and post-test were conducted to test MyFurqan by

comparing the learning outcome in comparison to Al-Furqan Song. The courseware

was tested on thirty nine toddlers aged between 18 to 36 months old. The results

showed that the toddlers who used MyFurqan courseware achieved better scores in

the post-test as compared to toddlers who used Al-Furqan Song courseware to learn

basic Al-Quran.

vi

ABSTRAK

Masa kini, terdapat banyak model reka bentuk koswer bagi mempelajari asas Al-

Quran. Model kajian lepas telah dibangunkan untuk pelbagai peringkat umur. Walau

bagaimanapun, beberapa komponen dalam model tidak sesuai untuk tahap keupayaan

pembelajaran kanak-kanak. Kajian ini membangunkan satu model reka bentuk koswer,

MyFurqan untuk kanak-kanak untuk belajar asas Al-Quran. Proses ini bermula dengan

membangunkan koswer, menilai model reka bentuk, dan mengukur keberkesanan.

Berdasarkan kajian literatur, kajian ini mencadangkan satu model reka bentuk koswer

baru, yang terdiri daripada enam komponen, iaitu kandungan kursus, garis panduan reka

bentuk, pendekatan pembelajaran, teori pembelajaran, elemen multimedia dan teknologi.

Pemilihan komponen ini adalah berdasarkan model reka bentuk Struktur Blok yang

digunakan untuk membangunkan model awal kajian ini. Daripada model itu, koswer

telah dibangunkan untuk menguji komponen. Kaedah pembelajaran Al-Furqan telah

digunakan dalam kandungan kursus untuk memperkenalkan bunyi mesra kanak-kanak.

E-flashcard telah digunakan untuk menyampaikan kandungan pembelajaran

menggunakan elemen multimedia. Visual, Auditori dan Kinestetik (VAK) telah

digunakan untuk menyokong gaya pembelajaran kanak-kanak itu yang terdiri daripada

gambar, bunyi dan animasi. Matriks hasil/perubahan dan prinsip pujukan digunakan

sebagai garis panduan untuk mereka bentuk secara pujukan. Teknologi mobil telah

digunakan sebagai platform pembelajaran untuk menjadikan proses pembelajaran

berlaku di mana sahaja pada bila-bila. Penilaian kuasi-eksperimen pra-ujian dan pasca-

ujian telah dijalankan untuk menguji MyFurqan dengan membandingkan hasil

pembelajaran berbanding dengan Al-Furqan Song. Koswer ini telah diuji ke atas tiga

puluh sembilan kanak-kanak berusia antara 18 hingga 36 bulan. Hasil kajian

menunjukkan bahawa kanak-kanak yang menggunakan koswer MyFurqan mencapai

skor yang lebih baik dalam ujian pasca jika dibandingkan dengan kanak-kanak yang

menggunakan koswer Al-Furqan Song untuk mempelajari asas Al-Quran.

vii

TABLE OF CONTENTS

CHAPTER TITLE PAGE

DECLARATION ii

DEDICATION iii

ACKNOWLEDGEMENT Iv

ABSTRACT v

ABSTRAK vi

TABLE OF CONTENTS vii

LIST OF TABLES xii

LIST OF FIGURES xiv

LIST OF EQUATIONS xvi

LIST OF APPENDICES xvii

1 INTRODUCTION 1

1.1 Introduction 1

1.2 Problem Background 2

1.3 Problem Statement 4

1.4 Research Questions 4

1.5 Research Objectives 5

1.6 Scope of Research 5

1.7 Significance of Research 5

1.8 Thesis Outline 6

1.9 Chapter Summary 7

2 LITERATURE REVIEW 8

viii

2.1 Introduction 8

2.2 Courseware Design Model 9

2.3 The Al-Quran Courseware 13

2.3.1 BAIK courseware 15

2.3.2 STAr courseware 15

2.3.3 E-Z Arabic courseware 16

2.3.4 i-IQRA’ courseware 17

2.3.5 IQRA’ courseware 17

2.4 Courseware Evaluation 18

2.5 Early Childhood Education 20

2.5.1 Cognitive Development 23

2.5.2 Sensory Development 24

2.5.3 Language Development 26

2.6 Learning Theory 27

2.7 Learning Approach 28

2.8 Learning Content 30

2.9 Technology 31

2.9.1 Mobile Learning Courseware for

Toddler

31

2.9.2 Mobile Learning Media Elements

Principles

32

2.10 Design Guidelines 33

2.10.1 Related Work on Persuasive

System Design

36

2.10.2 The Outcome/Change Matrix 37


3 RESEARCH METHODODLOGY 41

3.1 Introduction 41

3.2 Operational Framework 41

3.2.1 Phase 1 43

3.2.1.1 Identifying problem 43

ix

background and

research questions

3.2.1.2 Developing the

objectives

43

3.2.1.3 Literature Review 44

3.2.2 Phase 2 45

3.2.2.1 Designing a

Courseware Design

Model

45

3.2.2.2 Designing the

Storyboard

46

3.2.2.3 Developing an

Evaluation Checklist

48

3.2.2.4 Developing Basic Al-

Quran Learning

Courseware

52

3.2.2.5 Evaluation for Pilot

Study

52

3.2.3 Phase 3 55

3.2.3.1 Reviewing the Design

Model

56

3.2.3.2 Designing Storyboard 57

3.2.3.3 Designing

Navigational Structure

59

3.2.3.4 Designing MyFurqan

Song Lyric

61

3.2.3.5 Designing Nabi

Muhammad Praise

62

3.2.3.6 Developing MyFurqan

Courseware

63

3.2.3.7 Evaluation for Main

Study

64


x

4 COURSEWARE DESIGN MODEL AND

IMPLEMENTATION

64

4.1 Introduction 64

4.2 Pilot Study: Basic Al-Quran Learning

Courseware

64

4.2.1 Course Content 66

4.2.2 Learning Method 67

4.2.3 Multimedia Elements 67

4.3 MyFurqan Courseware 69

4.3.1 E-Flashcard 76

4.3.2 VAK Learning Style 77

4.3.3 Course Content 78

4.3.4 Multimedia Elements 78

4.3.5 Design Guidelines 79

4.3.6 Technology 84

4.4 Al-Furqan Song Courseware 84

4.4.1 Video 85

4.4.2 Sound 86

4.4.3 Picture 87

4.4.4 Text 87

4.5 Courseware Design 88

4.5.1 Basic Al-Quran learning

Courseware Architecture

88

4.5.2 MyFurqan Courseware

Architecture

89

4.5.3 Use Case Diagram 90

4.5.4 User Interfaces 93


5 EVALUATION AND FINDINGS 99

5.1 Introduction 99

xi

5.2 Demographic Data 100

5.2.1 Gender 100

5.2.2 Age 101

5.3 Results and Discussion for Pre-test and Post-

test of Pilot Study

101

5.4 Result of Observation for Pilot Study 103

5.5 Results of Pre-test and Post-test of Main

Study

106

5.5.1 Pre-Test Result of Two Groups 107

5.5.2 Post-Test Result of Two Groups 108

5.6 Observation for Two Groups 109

5.6.1 Motivation Checklist Result and

Discussion for Two Groups

109

5.6.2 Behaviour Checklist Result and


111

5.6.3 Focus Time Checklist and


114

5.7 Discussion 115


6 CONCLUSION AND FUTURE WORK 117

6.1 Introduction 117

6.2 Research Objectives Achievement 117

6.3 Research Contributions 119

6.4 Challenge and Constraints 120

6.5 Future Work 121


REFERENCES 123-131

Appendices A-F 132-150

xii

LIST OF TABLES

TABLE NO. TITLE PAGE

2.1 The common components gather from two previous

studies

13

2.2 Milestone of Cognitive Development (Platt, 2010) 23

2.3 Milestone of Sensory Development(Platt, 2010) 25

2.4 Milestone of Language Content (Brandone et al.,

2006)

27

2.5 28 Persuasive Principles (Kukkonen and Harjumaa,

2009)

35

2.6 Outcome/Change Design Matrix adopted from

(Oinas-kukkonen, 2010)

38

3.1 Motivation Checklist Form (Faryadi, 2012) 46

3.2 Milestone for toddlers’ behaviour and cognitive

(Platt, 2010)

46

3.3 Behavior Checklist Form adopted from (Platt, 2010) 47

3.4 Average of Toddler Focus Time (Neville, 2007) 48

3.5 Time Focus Checklist Form 49

3.6 Some Examples of Nabi Muhammad praise 59

4.1 Comparison of common components in the five Al-

Quran courseware (Hossain and Rahman, 2006)

66

4.2 The Components in the five Al-Quran courseware 72

4.3 The Outcome/Change Matrix of MyFurqan

Courseware

80

4.4 Persuasive Principles Implementation to MyFurqan

Courseware (Kukkonen and Harjumaa, 2009)

81

4.5 Persuasive principles applied in Use Case Diagram 92

xiii

5.1 The results of Pre-test and Post-test 102

5.2 Results of Paired Samples Statistics 103

5.3 Result of Motivation Checklist 104

5.4 Result of Behavior Checklist 105

5.5 Result of Focus Time Checklist 106

5.6 Result of pre-test for Two Groups 107

5.7 Result of post-test for Two Groups 108

5.8 Motivation Checklist Result for Two Groups 109

5.9 Behavior Checklist Result for Two Groups 112

xiv

LIST OF FIGURES

FIGURE NO. TITLE PAGE

2.1 Block Structure of Multimedia Courseware (Hossain

and Rahman, 2006)

11

2.2 Model for Common Component of Courseware

(Aziz and Mutalib, 2014)

12

2.3 The STAr framework (Baharudin et al., 2010) 16

2.4 Conceptual framework for Arabic language

courseware using persuasive design (Bakri et al.,

2014)

18

2.5 Stages of Human brain Development (Nelson, 2000) 22

3.1 Operational Framework 40

3. 2 (1-6): Storyboard design for Basic Al-Quran

learning courseware

45

3. 3 Evaluation Framework for Pilot Study 50

3.4 Basic Al-Quran learning Courseware Testing

Framework

51

3.5 Storyboard design for MyFurqan courseware 55

3.6 Navigational Structure of MyFurqan Courseware 57

3.7 The Lyrics of MyFurqan courseware song 58

3.8 Evaluation Framework for Main Study 60

3.9 Framework of Quasi Experimental Test for Two

Groups

61

4.1 Basic Al-Quran learning courseware design model

adopted (Hossain and Rahman, 2006)

65

4.2 Snapshot of ma letter in the e-flashcard component 67

4.3 Snapshot of a picture component 68

xv

4.4 Snapshot of a sound component 68

4.5 Snapshot of the animation component 69

4.6 Snapshot of the text component 69

4.7 Design Model for MyFurqan Courseware 76

4.8 Example of e-Flashcards Implementation on

MyFurqan Courseware

77

4.9 The component of Al-Furqan Song Courseware 85

4.10 Snapshot of Video 1 86




4.14 Basic Al-Quran learning Courseware Architecture 89

4.15 MyFurqan Courseware Architecture 90

4.16 Use Case Diagram of MyFurqan Courseware 91

4.17 Snapshot of seven basic Al-Quran letter with fathah 93

4.18 Snapshot example of E-Flashcard 94

4.19 Snapshot of scoreboard for both (a) stickers and

(b)marks

94

4.20 Snapshot of example for praise with congratulatory

greet of Tahniah

95

4.21 Snapshot of scoreboard for both (a) marks and (b)

stickers

95

4.22 Snapshot of picture and animation of baby 96

4.23 Snapshot of a picture of baby’s foot 97

4.24 Snapshot of toddler’s action shows dada and mata 97

5.1 Percentage of toddlers, based on gender 100

5.2 Percentage of toddlers based on age 101

5.3 Percentage of Motivational Criteria Between Two

Groups

111

5.4 Percentage of Behavior Element Between Two

Groups

114

5.5 Average Focus Time Between Two Groups 115

xvi

LIST OF EQUATION

EQUATION

NO.

TITLE PAGE

3.1 Paired t-Test Statistic Ho: M1=M2 (Weiss,

2011)

52

3.2 Pooled t-Test Statistic Ho: 𝑥1̅̅ ̅ =𝑥2̅̅ ̅ (Weiss 2011) 62

xvii

LIST OF APPENDICES

APPENDIX NO. TITLE PAGE

A 14 basic Al-Quran letters with fathah 132

B Three types of basic Al-Quran letter learning;

fathah (upper stroke), kasrah (lower stroke) and

dhammah (frontal stroke)

133

C Full Storyboard for basic Al-Quran courseware 134

D Full Storyboard for MyFurqan courseware 137

E The score marks result of pre-test and post-test

for two groups; experimental group and control

group.

147

F The focus time recorded during learning session

of two groups; experimental group and control

group.

149

1

CHAPTER 1

INTRODUCTION

1.1 Introduction

Nowadays, due to a rapid development of Information, Communication and

Technology (ICT), the communication device for computers and smart phones is

widely used in the education field for teaching and learning purposes (Zin and Wong,

2008). A courseware, defined as a computer-aided learning tool is believed to assist

teaching and learning particular topics and at same time promotes active learning and

self-directed learning (Zaini and Ahmad, 2011; Zulkifli et al., 2013). It promotes

active learning as learners directly involve themselves with all activities in the

courseware such as courseware module or learning content (Kamaruddin, 2010a).

Courseware can be accessed in different platform; whether mobile, computer, online

website or CD-ROM (Aziz and Mutalib, 2014). Therefore, many researchers did

research on learning courseware to enhance the quality of learning process, whereby

they have suggested a few components that enhance courseware learning

(Kamaruddin, 2010). Courseware design model is a combination of a few

components that consist of learning method, multimedia elements and course content

in order to achieve the learning goal (Hossain and Rahman, 2006). However when

designing a courseware design model, choosing the right components is essential to

help designers develop a good courseware for the target users.

A good courseware should have interesting and fun interfaces so that the end

users would feel entertained and it could enhance their level of understanding on the

courseware content (Kamaruddin, 2010). In order to develop a courseware that can

2

attract and encourage the end user to learn, the design model should be developed to

guide the developers in designing a design model with appropriate components for

target learners (Aziz and Mutalib, 2014).

1.2 Problem Background

Previous studies have highlighted some components for courseware learning,

such as learning theories, learning approach, learning content, structural component,

instructional design model, design guidelines, development process and technology

(Baharudin et al., 2010; Rosmani and Wahab 2011; Faryadi, 2012; Sahrir et al.,

2013; Bakri et al., 2014). However, those learning theories and approaches were

conducted for different age and level of target learners. Therefore, for this research

different learning content that will be used to cater for toddlers’ age and toddlers’

learning ability are suggested.

The process of teaching and learning is a lot easier as courseware act as

supplementary learning materials for various level of age range such as students at

primary schools, secondary schools, university level, elders and even young children

(Muda and Mohamed, 2005; Yahya and Zaman, 2008; Ahmad et al., 2011). There

are a courseware developed for adults with purpose to help them to learn on how to

perform hajj or learning new skill (Yusoff et al., 2011; Ramli et al., 2013).

Furthermore, there are courseware developed for disabled learners, such as for the

Down Syndrome, hearing impairment and visual impairment (Nurulnadwan et al.,

2009; Ng et al., 2015). However, there is lack of studies done on coursewares

learning environment for toddlers of age 18 months to 4 years old. Only one work by

(Bakri et al., 2014) that focus on courseware for toddlers. Courseware for toddlers is

important because at their age the brain state is rapidly developed for cognitive

development (Eddie and Schmid, 2007).

Learning content can be defined as various compositions, platforms and

media elements that cover learner’s learning ability and accessibility (Dang et al.,

2011). In previous studies, there have been many courseware that promote particular

3

learning topic such as Arabic (Salim et al., 2010), Mathematic (Zaini and Ahmad,

2011), Bahasa Malaysia (Ng et al., 2015) and health (Almomani, 2012). Even though

there are many studies developing Arabic courseware, it is found that each Arabic

courseware consists of different learning content, which can be categorized into two

groups of Arabic language learning (Salim et al., 2010; Baharudin et al., 2010;

Faryadi, 2012) and basic Al-Quran learning (Rosmani and Wahab, 2011; Bakri et

al., 2014). Even though there were studies focused on basic Al-Quran learning, both

of the studies were focused on learning basic Al-Quran using IQRA’ method. There

is no study focused on learning Al-Quran using Al-Furqan method.

The design guideline is important to guide the developer in designing the

courseware whereby the principles provided consist of information, comprehension

and rule in designing the courseware (Hemard, 1997). In persuasive system design,

the persuasive principles is included to design and evaluate the persuasiveness of

courseware where it is necessary to understand the courseware content and

courseware functionalities (Kukkonen and Harjumaa, 2009). There were several

studies that applied the persuasive principles in education setting to motivate and

encourage learning (Rosmani and Wahab, 2011; Yusoff et al., 2011; Mintz and

Aagaard, 2012). Rosmani and Wahab (2011) have adapted five persuasive principles

which are Principle of Multimedia Design, Principle of Self-Monitoring, Principle of

Information Quality, Principle of Contiguity and Principle of Praise. While Yusoff et

al. (2011) has adapted five persuasive principles namely as Principles of cause and

effect, Principles of virtual rehearsal, Principles of simulations in real-world

contexts, Principles of attractiveness, Principles of conditioning. Lastly Mintz and

Aagaard (2012) applied seven persuasive principles of reduction, tunneling, tailoring,

personalization, self-monitoring, credibility and praise/rewards. To the best of

researcher’s knowledge, there is no study on toddlers that apply persuasive system

design.

The outcome/change matrix is a matrix used in persuasive system design to

design and evaluate the application outcome (Langrial et al., 2013). The matrix has

been applied mostly in health domain (Langrial et al., 2013). However, the previous

study conducted in health domain is focused on evaluation. To the best of

4

researcher’s knowledge there has yet study use the outcome/change matrix in

designing a courseware.

To the best of the researcher’s knowledge, there has been no study conducted

on courseware design model for toddlers using persuasive system design and

applying Al-Furqan method in the e-flashcard environment.

1.3 Problem Statement

In developing a good basic Al-Quran learning courseware, there are a few

issues and problems to be addressed. There are several basic Al-Quran learning

coursewares being reviewed in this study. However, the components identified in

each of the courseware were different, where components were chosen based on their

study’s target learners. As this study was conducted for toddlers of 18 to 36 months

old, suitable courseware components should be chosen. A courseware design model

should consist of appropriate and suitable components in order to achieve the

courseware learning goal. Therefore, the implementation of persuasive system design

of the outcome/change matrix and persuasive principle can help in designing a good

basic Al-Quran learning courseware for toddler according to the toddler’s learning

ability. Hence, the main objective of this study is to design a courseware model that

can motivate learning for toddlers thus demonstrating the applicability of the

proposed design model and evaluating the effectiveness of the design model.

1.4 Research Questions

These research questions are developed based on the problem background

described in section 1.3 as follow;

i. How to design a courseware design model for basic Al-Quran learning

courseware?

5

ii. What are the components required in basic Al-Quran learning courseware

design model?

iii. What is the method to evaluate the effectiveness of the courseware design

model?

1.5 Research Objectives

i. To design a courseware model for toddlers to motivate learning.

ii. To demonstrate applicability of the proposed design model.

iii. To evaluate the effectiveness of the design model.

1.6 Scope of Research

The scope of this research is to identify suitable components for basic Al-

Quran learning courseware design model that will be developed for toddlers of 18 to

36 months old to learn basic Al-Quran letter with sound called fathah notation (upper

stroke).

1.7 Significance of Research

The implementation of persuasive principles in basic Al-Quran learning

courseware increases the potential of motivation in learning basic Al-Quran and

encourages toddlers to learn basic Al-Quran letter with sound of fathah. The

persuasive principles are carefully chosen based on the learning goals that have been

design by using outcome/change matrix. In addition, the courseware design model

has been developed in order to guide the developers to identify the appropriate and

best components to suit the toddlers. This research hopes to contribute a courseware

design model especially for toddlers.

6

The findings of this study would benefit toddlers by helping them to learn

basic Al-Quran by using courseware in a mobile platform. Besides that, it would also

benefit eager Muslim parents who welcome basic Al-Quran learning courseware for

their children at an early age.

1.8 Thesis Outline

In chapter 1, the background problems are addressed. This study has

identified a few research gaps to be filled. In designing a good courseware design

model a few components need to be chosen according to target learner’s age and

learning ability. Persuasive system design aims to change human’s behavior and

attitude; therefore it can help in designing a good courseware based on the

outcome/change matrix and persuasive principles. In chapter 2, the literature is

reviewed on a few related subjects; the basic Al-Quran courseware, courseware

design model, early childhood education and development. The courseware design

model of previous studies are reviewed and analyzed to get components for the

design model of this study. A review of previous studies of the basic Al-Quran

courseware were discussed where the components of the basic Al-Quran courseware

were compared and criticized. The advantage of early childhood development and

persuasive system design were highlighted. In chapter 3, the research methodology

discussed; an operational framework is proposed to show the flow of research

conducted from beginning until the end. While in chapter 4, the courseware design

model and the implementation for basic Al-Quran coursewares used are discussed.

Each of the components of three coursewares explained; one courseware that is used

for pilot study and two more coursewares that are used in the main study. Moreover,

in chapter 5 the evaluation and findings discussed where the evaluation is conducted

to compare the effectiveness of the developed basic Al-Quran learning courseware

with the existing courseware. Lastly in chapter 6, the conclusion and future work are

discussed to shows that the objectives for this study is achieved. Besides, the

contribution and future work of this study is highlighted

7

1.9 Chapter Summary

In this chapter the problem background for this study is highlighted to show

the gap in previous studies. A few research gaps are founded from the problem

background; the basic Al-Quran learning courseware that lack study on toddlers and

also the learning content which apply same Al-Furqan learning method. From the

problem background the research questions and the objectives are developed.

Besides that, the scope of this study is also highlighted; conducted for toddlers of age

18 to 36 months old and only focus on learning Al-Quran basic lwith sound of fathah

(upper stroke).

123

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