PROMOTING UNIVERSITY STUDENTS’

UNDERSTANDING OF QUR’ANIC VERSES VIA

VISUALLY ENHANCED AND WELL-ILLUSTRATED
VIDEOS

BY

SHAKIRAH BINTI MOHAMED AMINUDDIN

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

2021
 PROMOTING UNIVERSITY STUDENTS’
UNDERSTANDING OF QUR’ANIC VERSES VIA
VISUALLY ENHANCED AND WELL-ILLUSTRATED
VIDEOS

BY

SHAKIRAH BINTI MOHAMED AMINUDDIN

A project paper submitted in fulfilment of the requirement

for the degree of Master of Education

Kulliyyah of Education
International Islamic University Malaysia

OCTOBER 2021
 ABSTRACT

This study was undertaken to test university students’ understanding of two chapters
of the Qur’an, i.e., Surah Al Ghashiyah and Surah An Naba’, using two visually
enhanced video illustrations produced by the YouTube channel, FreeQuranEducation.
The aim was to ascertain whether such visually illustrative videos could help students
learn and remember the meaning of the Qur’an independently on their own. The
participants were 106 undergraduate and postgraduate students of the Kulliyyah of
Education who first watched the videos and then answered two sets of comprehension
questions based on what they had seen in the videos. All this was done in an online
survey using Google Forms as the platform for the survey. The quantitative data were
analysed descriptively and with a paired sample t-test, while the qualitative data were
analysed thematically. The results showed an overwhelming effect of the videos on
students’ understanding and reactions as students improved their test scores at huge
effect sizes, i.e., Cohen’s d = 1.28 (for Surah An-Naba) and d = 1.39 (for Surah Al-
Ghasiyyah). In terms of reaction, the videos had evoked appropriate feelings such as
fear, gratitude, and repentance in the students. The findings empirically support the
potential of well-illustrated and visually enhanced videos as an innovative method of
teaching and learning the Qur’an in school and higher education.

ii
 ‫ملخص البحث‬

‫أجريت هذه الدراسة الختبار فهم طالب الجامعة لسورتين من القرآن ‪ ،‬وهما سورة الغاشية‬
‫وسورة النبأ‪ .‬باستخدام اثنين من الرسوم التوضيحية المحسنة بصريًا التي تنتجها قناة‬
‫‪ ."FreeQuranEducation "، YouTube‬وكان الهدف هو التأكد مما إذا‬
‫كانت هذه الفيديوهات التوضيحية البصرية يمكن أن تساعد الطالب على تعلم وتذكر‬
‫معنى القرآن بشكل مستقل من تلقاء أنفسهم‪ .‬وكان عدد المشاركين ‪ 601‬من طالب‬
‫الدراسات الجامعية والدراسات العليا في كلية التربية الذين شاهدوا أشرطة الفيديو أوال ثم‬
‫أجابوا على مجموعتين من أسئلة الفهم استنادا إلى ما شاهدوه في أشرطة الفيديو‪ .‬تم كل‬
‫هذا في استطالع عبر اإلنترنت باستخدام ‪ Google Forms‬كمنصة للمسح‪ .‬وقد تم‬
‫تحليل البيانات الكمية على نحو وصفي مع اختبار للعينة ‪ t‬المزدوجة ‪ ،‬في حين تم تحليل‬
‫البيانات النوعية موضوعيا‪ .‬وأظهرت النتائج تأثيراً ساحقاً لمقاطع الفيديو على فهم الطالب‬
‫وردود أفعالهم مع تحسين الطالب لدرجات اختبارهم بأحجام هائلة ‪ ،‬أي ‪ ،‬كوهين د =‬
‫‪( 6..1‬لسورة النبأ) ود = ‪( 6..1‬لسورة الغاشية)‪ .‬ومن حيث رد الفعل أثارت أشرطة‬
‫الفيديو مشاعر مناسبة مثل الخوف واالمتنان والتوبة لدى الطالب‪ .‬وتدعم النتائج تجريبيا‬
‫إمكانية استخدام أشرطة الفيديو الموضحة جيدا والمعززة بصريا كأسلوب مبتكر لتعليم وتعلم‬
‫القرآن الكريم في المدرسة والتعليم العالي‪.‬‬

‫‪iii‬‬
 APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion, it conforms
to acceptable standards of scholarly presentation and is fully adequate, in scope and
quality, as a project paper for the degree of Master of Education.

…………………………………..
Tunku Badariah Tunku Ahmad
Supervisor

This project paper was submitted to the Department of Curriculum and Instruction and
is accepted as a fulfilment of the requirement for the degree of Master of Education.

…………………………………..
Abdul Shakour Duncan Preece
Head, Department of Curriculum
and Instruction

This project paper was submitted to the Kulliyyah of Education and is accepted as a
fulfilment of the requirement for the degree of Master of Education.

…………………………………..
Noor Lide Abu Kassim
Dean, Kulliyyah of Education

iv
 DECLARATION

I hereby declare that this project paper is the result of my own investigations, except

where otherwise stated. I also declare that it has not been previously or concurrently

submitted as a whole for any other degrees at IIUM or other institutions.

Shakirah binti Mohamed Aminuddin

Signature ........................................................... Date .........................................

v
 ACKNOWLEDGEMENTS

Firstly, it is my utmost pleasure to dedicate this work to my dear parents and my

family, who granted me the gift of their unwavering belief in my ability to accomplish
this goal: thank you for your support and patience.

I would like to thank the Kulliyyah of Education of the International Islamic

University Malaysia, Kuala Lumpur, all the individuals who participated in the case
study, and all the experts who helped to validate the video contents and instruments
used in the research. Your input and contribution was precious.

Finally, a special thanks to Assoc. Prof. Dr. Tunku Badariah binti Tunku
Ahmad for this continuous support, encouragement and leadership, and for that, I will
be forever grateful.
.

vi
 TABLE OF CONTENTS

Abstract .......................................................................................................................... ii
Abstract in Arabic ......................................................................................................... iii
Approval Page ............................................................................................................... iv
Declaration ..................................................................................................................... v
Acknowledgements ....................................................................................................... vi
List of Tables ................................................................................................................ ix
List of Figures ................................................................................................................ x

CHAPTER ONE: INTRODUCTION ........................................................................ 1

1.1 Introduction.................................................................................................. 1
1.2 Statement of the Problem............................................................................. 3
1.3 Reseach Objectives ...................................................................................... 4
1.4 Research Questions ...................................................................................... 4
1.5 Research Importance ................................................................................... 4
1.6 Research Scope and Delimitation ................................................................ 5
1.7 Operational Definitions ............................................................................... 5
1.7.1 Visually Enhanced and Well-Illustrated Videos ............................... 5
1.7.2 Students’ Understanding of Qur’anic Verses .................................... 5
1.7.3 Students’ Reactions to the Videos..................................................... 5
1.8 Summary ...................................................................................................... 6

CHAPTER TWO: LITERATURE REVIEW ........................................................... 7

2.1 Introduction.................................................................................................. 7
2.2 Dual Coding Theory .................................................................................... 7
2.3 Mayer’s Multimedia Learning Theory ........................................................ 8
2.4 Uses of Visual Learning .............................................................................. 9
2.5 Effects of Visual Learning ......................................................................... 11
2.6 Summary of the Review ............................................................................. 12

CHAPTER THREE: RESEARCH METHODOLOGY ........................................ 14

3.1 Introduction................................................................................................ 14
3.2 Research Design ........................................................................................ 14
3.3 Participants ................................................................................................ 15
3.4 Materials .................................................................................................... 17
3.4.1 Surah Al Ghasyiyah ........................................................................ 17
3.4.2 Surah An Naba’ ............................................................................... 18
3.5 Instruments ................................................................................................ 19
3.5.1 Questionnaire on Google Form ....................................................... 19
3.5.2 Scoring Rubrics ............................................................................... 20
3.6 Validity of the Instruments ........................................................................ 22
3.7 Reliability of the Instruments .................................................................... 22
3.8 Data Collection Procedures ....................................................................... 24
3.9 Data Analysis ............................................................................................. 24
3.9.1 Quantitative Data Analysis ............................................................. 24
3.9.2 Qualitative Data Analysis ............................................................... 25

vii
 3.10 Summary .................................................................................................. 25

CHAPTER FOUR: RESULTS OF THE STUDY................................................... 26

4.1 Introduction................................................................................................ 26
4.2 Effect of the Videos on Learning............................................................... 26
4.3 Improved Students’ Understanding of the Surahs ..................................... 27
4.4 Student Reactions to Learning the Surahs Through Videos ...................... 29
4.5 Summary of the Results ............................................................................. 32

CHAPTER FIVE: DISCUSSION AND CONCLUSION ....................................... 33

5.1 Introduction................................................................................................ 33
5.2 Discussion of the Key Findings ................................................................. 33
5.2.1 Effect of Videos on University Students’ Understanding ............... 33
5.2.2 University Students’ Reactions to Videos ...................................... 35
5.3 Limitations of the Study ............................................................................ 35
5.4 Recommendations for Future Reseach ...................................................... 36
5.5 Conclusion ................................................................................................. 36

REFERENCES ........................................................................................................... 38

APPENDIX A: QUESTIONNAIRE ......................................................................... 41

APPENDIX B: SCORING RUBIC .......................................................................... 52

viii
 LIST OF TABLES

Table No. Page No.

3.1 Pre-Experimental Design 14

3.2 Demographic Profile of the Participants (n = 106) 16

3.3 Contents of the Google Form 19

3.4 Scoring Rubric for Surah Al Ghasyiyah 21

3.5 Inter-Rater Reliability Calculation 23

4.1 Paired sample t-Test results (n = 106) 26

ix
 LIST OF FIGURES

Figure No. Page No.

3.1 Video Illustration of Surah Al Ghasyiyah 18

3.2 Video Illustration of Surah An Naba’ 19

4.1 Students’ responses: video Surah Al-Ghasyiyah improved

understanding 28

4.2 Students’ responses: video Surah An Naba’ improved

understanding 29

x
 CHAPTER ONE

INTRODUCTION

1.1 INTRODUCTION

The Qur’an is the main source of Islamic knowledge and practices. The guidance

provided in it covers all aspects of life and serves as a guide to M1uslim societies

around the world. Traditionally, Muslims learn and understand the Qur’an through a

mu’alim (teacher) via the talaqqi (face to face) and tafsir (deep explanations of verses

by a mu’alim) methods. In teaching the Qur’an, Islamic education teachers must play

multiple roles – as murabbis, muaddibs and mu’alims – so that students will not only

acquire knowledge and skills, but also will develop the strength of faith and good

morals.

In today’s technologically advanced society, Islamic education teachers cannot

stick to purely traditional methods in their teaching of the Qur’an. They should be

advanced in their pedagogical knowledge and technological skills so they may carry

out technologically enhanced teaching and learning activities in Qur’anic lessons.

Teachers’ use of digital tools will enable learning to take place anytime and anywhere

on any device (Embi, 2011). The efficiency of mobile learning has been boosted by

the fast development of information and communication technology in recent years,

which is changing the way students and society are learning and understanding the

Qur’an.

According to Kemp (2018), there are more than 4.1 billion people around the

world who are using the Internet for various purposes, such as for virtual education,

trade and banking, socializing, politics and online communication, among others. Out

1
of this number, about 3.6% are Muslim who are using ICT tools to memorize, teach

and recite the Qur’an, on top of other activities. The growth in the number of Internet

users has been driven by more affordable mobile devices and data plans. The positive

side of the Internet is it provides useful data, information and knowledge for our

personal, social and economic development and it is up to us to utilize our time on the

Web in a productive manner. Globalization has changed the world of education from

conventional face-to-face meetings to something more overt (Ashidiqi, 2019).

Technology-based media have given an impact in education that is growing rapidly

today and have affected all fields of education at the primary, secondary and even

tertiary levels. Such technology is even changing how Islamic religious education is

being imparted in schools and on online platforms, including the way the Qur’an is

taught to Muslim students.

In addition, modern education and environments can offer alternative ways in

the learning process. The integration of digital media as a learning tool into Islamic

education is not only needed in schools, but also at the tertiary level. As mentioned by

Engkizar et al. (2018), the development of innovative information technology in

education has affected human activities in various fields, and the field of education is

perhaps one of the most affected by this development.

Therefore, teachers of Islamic education should take heed of this technological

development and use it to improve the teaching of the subject. The use of digital

media, especially videos, can increase students’ interest and learning outcomes in

Islamic education. Due to this, Islamic education teachers should enhance their

knowledge and skills in using modern technological tools and digital technologies in

the teaching and learning process.

2
1.2 STATEMENT OF THE PROBLEM

The rapid development of technology and improvement of digital gadgets have had a

positive impact on education in various fields, Islamic Education included, and will

continue to change the face of classroom teaching and learning in future decades

(Anas et al., 2017). Presently, with the proliferation of digital tools and apps. Muslim

students can learn the Qur’an in different ways using multiple methods – both

traditional and digital. But according to Sharif (2019), the nature of Qur’an learning

now has changed from the conventional way of learning alone to a combination of

conventional and modern ICT-based or technology enhanced methods.

In YouTube channels these days, there are scores of visually enhanced videos

of Qur’an recitations that are helpful to young and adult learners alike. What these

videos do is they visualize in attractive graphic and animation the meanings of verses

being taught in them. This is an interesting and effective way to learn the message of

the Qur’an. One such channel that produces these visually enhanced and well-

illustrated videos of Qur’anic verses is FreeQuranEducation. All its videos contain the

recitations of specific verses, the original verses in Arabic, their meanings in English,

and animated graphics that correspond to the verses and their meanings. The way the

content is presented makes it easy for learners, young or old, to understand the

meaning intended by the verses.

However, the effectiveness of using these videos in instilling learners’

understanding of Qur’anic messages is largely an untapped area in research. Studies

looking into the impact of graphic illustrations and visually enhanced videos on

Qur’an learning are not widely attempted by Muslim researchers or frequently

discussed in the Islamic education field. Therefore, this study will be a starting point

for further exploration into the subject matter. It will also help to introduce and

3
incorporate technology-enhanced or technology-assisted methods into the teaching of

Islamic education to increase students’ learning and understanding of the Qur’an.

1.3 RESEACH OBJECTIVES

This study was undertaken with two main objectives: (1) to explore university

students’ learning and understanding of the selected chapters (surahs) of the Qur’an

before and after watching two visually enhanced videos of FreeQuranEducation,

thereby establishing the efficiency of the videos; and (2) to evaluate university

students’ reactions to the videos to determine their potential for teaching and learning

the Qur’an.

1.4 RESEARCH QUESTIONS

i. What is the effect of visually enhanced video illustrations on university

students’ understanding of selected Quranic verses?

ii. What are university students’ reactions to the visually enhanced video

illustrations of the selected Quranic verses?

1.5 RESEARCH IMPORTANCE

The results if this study benefit many students and teachers of Qur’an education.

Teachers may use them in the classroom to support traditional learning materials and

initiate students’ discussion about Qur’anic messages and teaching. Furthermore, the

results offer evidence that students can learn the Qur’an independently with some help

of teachers. Thus, teachers should attempt to use such videos as independent learning

tools that can trigger students’ interest and motivation to learn the Qur’an.

4
1.6 RESEARCH SCOPE AND DELIMITATION

This study only covered students’ understanding of two Qur’anic verses and their

reactions to the visually enhanced videos used to teach the meanings of the surahs.

The materials only consisted of two short surahs of the Qur’an which were Surah Al

Ghasyiyah and Surah An Naba’. The study did not test higher levels of students’

cognitive outcomes such as evaluative and analytical skills.

1.7 OPERATIONAL DEFINITIONS

1.7.1 Visually Enhanced and Well-Illustrated Videos

Visual enhancements are defined as any subjective effect which improves one’s

ability to perceive the external environment through their sense of sight. The video

illustrations of Surah Al Ghasyiyah and An Naba’ were visually enhanced with

different themes and formats aimed at attracting students’ interest and increasing

understanding. The illustrations incorporated into the videos visually accentuated the

meanings of every verse in the surahs.

1.7.2 Students’ Understanding of Qur’anic Verses

University students’ ability to provide correct answers to the test items on surahs Al

Ghasyiyah and An Naba’ that reflected their proper comprehension of the surahs after

watching the visually enhanced videos (adapted from Bloom’s Revised Taxonomy).

1.7.3 Students’ Reactions to the Videos

University students’ evaluation of the videos’ usefulness in helping them understand

the Qur’anic verses and the feelings evoked in them after watching the videos.

5
1.8 SUMMARY

In summary, this chapter elaborates on the fundamental aspects of this research,

having identified the problem statement that arose from the concern that digital

technology has not been fully utilized in Islamic education to make the learning of it

appealing to students. From the problem statement, the chapter clarified the rationale

for the study, which was to generate evidence on the utility of visually enhanced

videos for Qur’an learning. This chapter therefore to some extent has shown the

importance of the research and posted two questions to guide the next steps in the

study.

6
 CHAPTER TWO

LITERATURE REVIEW

2.1 INTRODUCTION

This chapter gives an overview if how visual learning can be used in the teaching and

learning of Islamic Education. The sections in this chapter provide a summary of how

visual learning can impact students’ learning outcomes.

2.2 DUAL CODING THEORY

Dual coding theory (DCT) assumes that cognition occurs in two independent modes,

i.e., verbal and non-verbal, both of which describe human behaviour and experience

that entail the use of language and mental imagery, respectively. Paivio (1991) stated

that adding visuals and visualization to a verbal description of something can make

the presented ideas more concrete as it provides two ways of understanding the ideas,

i.e., verbally and visually. Visual and verbal information are processed along distinct

channels in the human mind, creating separate representations for information

processed in each channel.

The visual system deals with graphical information processing and the verbal

system deals with linguistic processing. Abstract words are difficult to visualize in the

mind and hence are least likely to be dually coded. Words and pictures are coded and

decoded cognitively in different ways in the human mind. For example, words are

usually coded verbally rather than visually and pictures are most likely to be coded

both visually and verbally. Dual coding suggests that both visual and verbal

information is used to represent information. In the context of teaching and learning,

7
teachers are encouraged to visualize new information to facilitate students’ processing

of the information, hence helping them to learn better.

2.3 MAYER’S MULTIMEDIA LEARNING THEORY

During multimedia learning, the learner engages in three important cognitive

processes which comprise selecting, organizing, and integrating information. Mayer

(1998) stated that as video accommodates both auditory and visual senses, it becomes

an effective teaching method compared to methods that just cater to either one of

those senses. This theory and its principle provide guidance on how to create effective

multimedia presentations for learning. Mayer’s cognitive theory of multimedia

learning makes three assumptions about how humans process information such as the

dual-channel assumption, the limited capacity assumption, and the active-processing

assumption.

The principle known as the “multimedia principle” states that people gain

more learn from words and pictures than from words. The use of multimedia creates

an impact on learning because students are able to build two mental representations

(namely verbal and visual mental models) and build connections between them. A

case study example by Mayer and Anderson (1991, 1992) had shown that students

who listened to a narrated explanation while viewing a corresponding animation

generate twice as many useful solutions to subsequent problem-solving transfer

questions than did students who listened to the same narration without viewing any

animation. It is supported by another example of a case study by Mayer and Gallini

(1990) whose results showed students who read a text with the caption illustration

placed near corresponding words generated about 65% more useful solutions on a

subsequent problem-solving transfer test than the students who just read the text.

8
These arguments and evidence show the usefulness of visuals and visualized

information in boosting student learning.

2.4 USES OF VISUAL LEARNING

Visual learning is defined as the assimilation of information from visual formats that

helps students to develop visual thinking, which is a learning style whereby the learner

comes to understand and retain information better by associating ideas, words, and

concepts with images (Raiyn, 2016). By using visual media, learning materials can be

presented more attractively and in more effective ways. Therefore, the use of

instructional media in education field has been widely carried out. Instructional video

is an effective and beneficial educational tool being used in teaching and learning

(Zhang, Zhou, Briggs, & Nunamaker, 2006; Olivier, 2019; Rivai, Arniz, & Mujadidi,

2017).

The young generation of today, namely the millennials and Z generation, tend

to prefer engaging in digitally illustrated and interactive experiences through

smartphones and like devices (Ajmain et al., 2020). The use of digital media is not

only meant to increase students’ understanding and motivation in learning, but is also

aimed at improving the quality of teaching and learning. A recent study by Augus

(2019) demonstrated how the use of learning media such as audio visual had enhanced

students’ hearing memory stimuli in Islamic religious learning.

Instructional video can deliver and present information attractively and in a

consistent manner (Zhang et al., 2006), and give students motivation and crucial

learning opportunities that lead to meaningful learning (Jabbarova & Umarkhanova,

2018; Nurizmawati & Apriliaswati, 2013). A significant characteristic of the video is

the use of visual symbols along with the auditory systems that help the processing of

9
information. It is effective because using only auditory or visual for information

processing results in less recall than using the combination of both in the presentation

of content. However, for video learning to be fully effective, they must incorporate

sound instructional design principles such as cognitive load, student engagement, and

active learning.

Cognitive load refers to the amount of information presented in a video

segment. Videos should not be too complex in its content presentation. Its messages

should be simplified to facilitate learning (Cennamo, 1993). Together, these elements

provide a solid base for the development and use of video as an effective educational

tool. Video-based learning is powerful approach used in education to enhance learning

outcomes as well as learners’ satisfaction. The combination of educational audio and

images allows users to obtain information easily particularly, the knowledge that is

fundamentally visual.

According to Beheshti et al. (2018), instructional video provides many

advantages particularly in education. Instructional video increases social interaction

problems through visual media rather than the text media and also unlimited

accessibility because it is user-friendly to any devices such as smartphone, tablet,

laptop and desktop. Other than that, instructional video also provides individualized

learning environment, which offers students the opportunity to learn at their pace.

During the learning process, learners can stop, rewind, pause and then manipulate the

timeline of studying. Moreover, learners who study with video will not miss their

lecture points, as they can recheck the videos whenever they need. Besides,

instructional video improves learners’ motivation and concentration levels because

instructional video can engage and inspire learners when integrated into learner-

centred classroom activities.

10
 For Muslims, the Qur’an is the word of Allah SWT that should be understood

and applied in daily life. In modern-day context, VBL is one very effective way of

learning and understanding the Qur’an. Arwani (2011) shows the importance of using

instructional media in Islamic education, illustrating that if teachers are creative and

able to use media effectively in learning, the learning atmosphere would be more

interesting and even student motivation can be increased. In support of Arwani (2011),

a case study by Ashidiqi et al. (2019) analysed the animated content of YouTube

FreeQuranEducation (FQE) channel for use in Islamic education classes and as a

learning medium for Islamic Religious Education in school. The study’s findings

show that the values contained in FQE have relevance to the curriculum contents of

the Islamic Education and the animation video can be used as a medium of learning in

the classroom and support independent learning for students at home. The researcher

also believes that the content of FQE can create a new atmosphere in the classroom

that will increase the enthusiasm of students and motivate them to take part in the

learning process if the videos are used appropriately.

2.5 EFFECTS OF VISUAL LEARNING

Studies have shown that visual learning can help students to advance their content

understanding and visual thinking because it generates a better understanding of

learning content and helps students to retain information better by associating ideas,

words, and concepts with images. Adding visuals to a verbal description can make the

presented ideas more concrete and provides two ways of understanding and acquiring

new knowledge, i.e., auditorily and verbally through the visual channel. Learners use

their eyes to collect visual information in different formats in a visually enhanced

11
learning environment, such as through images, flowcharts, diagrams, video, graphs,

posters, movies, and etc (Raiyn, 2016; Paivio, 1991; Rodger et al., 2009).

Almeneor (2009) explains that the Qur’an contains a lot of imagery, and many

Qur’anic messages can be conveyed literally and visually. These constitute descriptive

imagery whereby they clarify or give a clear picture of something. With the use of

Qur’anic illustrations, it is possible to generate a class discussion on the message

being conveyed. This is an added advantage, especially at Islamic institutions. Both

descriptive and figurative imagery, in particular, metaphors, similes, symbols, can be

taught through Qur’anic illustrations. In addition, graphic illustrations are more

effective when integrated with the text of the teaching material. According to Oruç et

al. (2010), the ability to use graphic illustrations, to read, and interpret them are an

important factor in learning from printed materials. Therefore, it would be

encouraging to learn Quranic verses alongside graphic illustrations and translation to

increase not only learners’ understanding of the content, but also their interest in

learning the Qur’an in Islamic Education classes.

2.6 SUMMARY OF THE REVIEW

The Internet has become people’s daily communication platform and the rapid growth

of technology has given birth to more interesting visual learning formats nowadays.

Many students are visual learners, thus a visual approach to brainstorming, organizing

or understanding information is essential. In fact, the method of learning the Qur'an is

no exception in this era of modernization. People can easily learn the Qur’an through

digital devices and videos posted in social media. Based on all of the results shown in

previous research, it can be concluded that the use of media, especially visually

enhanced videos, in the teaching and learning of Islamic Education should be highly

12
effective in enhancing students’ motivation, interest, and learning outcomes (Ashidiqi

et al., 2019).

13
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 INTRODUCTION

This chapter explains how this study was conducted to achieve its purpose of

exploring students’ understanding of Surah An Naba’ and Al Ghasyiyah through

visually enhanced video illustrations. The setting in which the study was conducted,

the participants, the video materials from FreeQuranEducation, the instruments used

to measure the constructs, and the data collection procedures are described.

3.2 RESEARCH DESIGN

To answer the research questions, this study was conducted using a pre-experimental

design with four big groups of students treated as a single class involved in testing the

effectiveness of watching video illustrations in understanding the two surahs. The

design is called a one-group pretest-posttest design as it had no control group. The

research design is represented as follows in Table 3.1:

Table 3.1 Pre-Experimental Design

The Study’s Pre-Experimental Design

Intact-Group O1 X O2
Notes: O1 = Observation (Pretest); X = The Treatment; O2 = Observation (Posttest)

Prior to the intervention, the subjects’ prior knowledge was assessed using a

pretest. Before watching the video illustrations, the subjects were pretested on their

understanding of the surahs. Then they were given the video illustrations on the two

14
surahs to watch. A posttest to measure their post-video understanding and reactions to

the videos was administered after they completed watching the videos.

3.3 PARTICIPANTS

The participants were 106 students of the Kulliyyah of Education, IIUM. Specific

information about the sample is shown in Table 3.2:

15
 Table 3.2 Demographic Profile of the Participants (n = 106)

Demography Frequency Percent (%)

Gender
 Male 25 23.6
 Female 81 76.4
Age
 19 – 24 71 67.0
 24 – 29 11 10.4
 29 – 34 12 11.3
 34 – 39 4 3.8
 39 – 44 4 3.8
 44 – 49 3 2.8
1 0.9
 49 – 54
Level of study
 Undergraduate 69 65.1
 Postgraduate 37 34.9
Year of study
 1st year 30 28.3
 2nd year 38 35.8
 3rd year 17 16.0
 4th year 21 19.8
Specialization
 Curriculum & Instruction 7 6.6
 Instructional Technology 9 8.5
 ISED 14 13.2
 TAASL 17 16.0
 TESL 48 45.3
 Others 11 10.4
First Language
 Arabic 2 1.9
 Malay 96 90.6
 Bengali 3 2.8
 English 2 1.9
 Others 3 2.8

16
Male students made up 24.0% of the sample (n=25), while female respondents 76.0%

of the sample (n=81). The respondents’ ages ranged from 19 to 54 years old. Students

aged between 19 and 27 made up the majority (75.5%, n=80). The average age of the

sample was 25.7 years. A majority were undergraduate students (65.1%; n=69) and

the remaining sample consisted of postgraduate students (35.0%; n=37). Most

respondents were 2nd year students (35.8%; n=38), followed by 1st year students

(28.2%; n=30), then 4th year students (19.8%; n=21), and finally 3rd year students

(16%; n=17). TESL students comprised 45.3% (n=48), followed by TAASL and

ISED, who each made up 29.2% (n=31) of the sample. In terms of language, a

majority of the students spoke Bahasa Melayu as their first language (90.6%; n=96).

The remaining languages included Bengali (2.8 %, n=3), Arabic (1.9%, n=2), English

(1.9%, n=2), Indonesian, Uzbek, and Yoruba (0.9%, n=1 each).

3.4 MATERIALS

This study had chosen two (2) surahs from the Qur’an which were Surah Al

Ghasyiyah and Surah An Naba’. The meaning of each surah is explained below.

3.4.1 Surah Al Ghasyiyah

Revealed in Makkah in 26 verses, Surah Al Ghasyiyah means “The Overshadowing

Event”. The surah talks about paradise and hell and the miracle of the creation of all

things by God. There are three subtopics in the surah. The first, God describes the

difference between good and evil paths that an individual can take and the

consequence of each path. The second theme mentions the creations God has made,

referring to the sky, the earth, and the mountains. Lastly, in verses 21-22, God gave a

direct message to Prophet Muhammad SAW and appointed him as a reminder and

17
warner to mankind, over whom the Prophet SAW had no control. Figure 3.1 shows a

visual illustration of the surah in the video.

Figure 3.1 Video Illustration of Surah Al Ghasyiyah

3.4.2 Surah An Naba’

Surah An Naba’ means “The Great News.” Also revealed in Makkah, this surah has 40

verses divided into two sections. This surah speaks about the Day of Judgment that is

sure to come. The first 20 verses narrate and depict the wonders of the worldly

creation, and the last 20 verses are packed with the eternal wonders and horrors of the

next world. The wicked will be thrown into hell, and the righteous will receive their

rewards from Allah. Figure 3.2 shows a visual illustration of the surah in the video.

18
 Figure 3.2 Video Illustration of Surah An Naba’

3.5 INSTRUMENTS

3.5.1 Questionnaire on Google Form

Questions testing learners’ understanding were created based on the video contents.

The questions were placed in Google Form, which was divided into five sections.

Apart from testing students’ understanding, the form comprised questions about

students’ reactions to the videos. Table 3.3 shows the contents of the Google Form.

Table 3.3 Contents of the Google Form

Section Content No. of Items Question Type

Multiple choice &
A Demographic 6
Open-ended
B Pre-review of both surahs 2 Open-ended
C Post-review Surah Al-Ghasyiyah 2 Open-ended
D Post-review of Surah An-Naba’ 2 Open-ended
E Final Thoughts 2 Open-ended

19
 The questionnaire was divided into five sections. Section A covered the

participants’ demographic background. The type of questions included in this section

was multiple-choice and open-ended questions. Section B had two items about

students’ prior knowledge of each surah. They were asked to fil up this section first

before watching the videos. The type of questions presented here was open-ended

questions. After that, in Section C and Section D, students gave their review of the

content presented in the two videos. The final section gave some room for students to

express their final thoughts on learning the Qur’an through videos.

3.5.2 Scoring Rubrics

A scoring rubric to mark students’ answers in the pre-test and post-test was prepared

by the researcher and validated by the same two subject matter experts who validated

the tests. The rubric was a detailed blueprint that provided correct and acceptable

answers to each question together with a scoring guide. Its primary purpose was to

establish the reliability of the scoring of students’ answers and to obtain standardised

scores from the first and second raters. The scoring guide explicitly stated how many

points should be awarded based on the completeness of the given answers, hence

reducing errors in marking which subsequently functioned to increase the reliability of

the data on students’ understanding of the surahs. Post-test scores from two raters

were correlated to obtain an estimate of the inter-rater reliability index. A sample

scoring rubric for Surah Al Ghasyiyah is shown in Table 3.4 and they are also attached

in the Appendix B.

20
 Table 3.4 Scoring Rubric for Surah Al Ghasyiyah

Verses Rubric Score Surah Al Ghasyiyah Point

1 Has there reached you the report of the Overwhelming [event]? 1
2 [Some] faces, that Day, will be humbled 1
3 Working [hard] and exhausted 1
4 They will [enter to] burn in an intensely hot Fire 1
5 They will be given drink from a boiling spring 1
6 For them there will be no food except from a poisonous, thorny plant 1
7 Which neither nourishes nor avails against hunger 1
8 [Other] faces, that Day, will show pleasure 1
9 With their effort [they are] satisfied 1
10 In an elevated garden, 1
11 Wherein they will hear no unsuitable speech. 1
12 Within it is a flowing spring 1
13 Within it are couches raised high 1
14 And cups put in place 1
15 And cushions lined up 1
16 And carpets spread around. 1
17 Then do they not look at the camels – how they are created? 1
18 And at the sky – how it is raised? 1
19 And at the mountains – they are erected? 1
20 And at the earth – how it spread out? 1
21 So remind, [O Muhammad]; you are only a reminder. 1
22 You are not over them a controller. 1
23 However, he who turns away and disbelievers 1
24 Then Allah will punish him with the greatest punishment 1
25 Indeed, to Us is their return 1
26 Then indeed, upon Us is their account 1
Total Points 26

21
3.6 VALIDITY OF THE INSTRUMENTS

The test items, questionnaire and scoring rubrics were content validated by experts.

The experts were selected on the basis of their expertise in Islamic Education,

specifically in Qur’anic verses. Some minor modifications were made to the items and

rubrics following the expert review process. The questionnaire was then pilot tested

on a few students to gauge its clarity, after which the instruments were further refined.

3.7 RELIABILITY OF THE INSTRUMENTS

The accuracy of the scoring rubrics was decided using the inter-rater correlation

procedure. The researcher took a random 20 answer scripts and marked them using the

rubrics, thereby acting as the first rater. She then gave the same 20 answer scripts,

unmarked, to a second rater to grade based on the scoring rubrics. Two sets of scores

were generated and tabulated in Table 3.5 and the inter-rater correlation indexes were

computed using Pearson correlation. The results are shown in Table 3.5.

22
 Table 3.5 Inter-Rater Reliability Calculation

Surah Al-Ghasyiyah Surah An-Naba’

Script No.
First Rater Second Rater First Rater Second Rater
1 2 2 1 1
2 1 1 4 4
3 3 5 1 0
4 3 3 2 1
5 3 4 4 5
6 1 1 1 1
7 5 8 6 6
8 2 3 1 1
9 3 5 3 3
10 5 5 2 2
11 1 2 4 6
12 3 4 3 4
13 3 4 2 2
14 4 7 1 2
15 2 4 3 4
16 6 6 5 6
17 3 3 8 9
18 2 6 5 8
19 2 4 5 6
20 2 2 5 7
Correlation Index: 0.77 0.95

The scoring reliability for Surah Al-Ghashiyah was r = 0.77, while that for Surah An-

Naba’ was r = 0.95. Both estimates were acceptable as they fell above the threshold of

0.70.

23
3.8 DATA COLLECTION PROCEDURES

The questionnaire was distributed online during class to all the 106 respondents from

five classes. In certain classes, a representative was selected to administer the Google

Form. The link to the form was shared in each class’s WhatsApp group. All the

students were told to answer the questionnaire on the spot in class with the researcher

being present to monitor and guide them to complete every section. They were given 1

hour to complete the exercise. Within that one hour, the students were told they could

replay the videos multiple times until they fully comprehended the surahs.

3.9 DATA ANALYSIS

3.9.1 Quantitative Data Analysis

The quantitative data were analyzed using descriptive statistics and a paired sample t-

test. To answer research question one on the effect of the videos on students’

understanding of the Qur’anic content, a paired samples t-test was run. The mean

scores and standard deviations were then entered into an online effect size calculator

to estimate the effect size, i.e. Cohen’s d, of the mean difference between the pretest

and posttest. A Cohen’s d value of less than 0.4 is considered weak, that between 0.4

and 0.8 as medium or moderate, and that of more than 0.80 as large. Meanwhile,

frequencies, percentages and charts were used to analyse and display students’

agreement to the videos’ usefulness in helping them understand the Qur’anic verses.

24
3.9.2 Qualitative Data Analysis

Narrative or qualitative data were used to address the second research question,

“What are university students’ reactions to the visually enhanced video illustrations of

the selected Quranic verses?” To answer this question, the researcher used thematic

content analysis to uncover the underlying themes in the data collected from the video

review form. The narrative data were first transcribed verbatim and later coded. The

codes were then analysed and grouped into categories. From the categories, the main

themes were identified. The process was deductively done.

3.10 SUMMARY

This chapter gave an overview of the methodology employed in the study to achieve

its two research objectives. The results are explained in Chapter Four.

25
 CHAPTER FOUR

RESULTS OF THE STUDY

4.1 INTRODUCTION

The results of the data analysis will be presented and discussed in detail in terms of

how they addressed the study’s two research objectives: (1) to explore students’

understanding about the selected surahs before and after watching the videos; and (2)

to evaluate students’ reaction to the contents of the video. The questionnaire was

distributed online via Google Form to selected students of the Kulliyyah of Education,

IIUM. Therefore, no missing values were found in the data set.

4.2 EFFECT OF THE VIDEOS ON LEARNING

A paired sample t-test was performed on the pre-test and post-test scores for Surahs

Al-Ghasyiyah and An-Naba’. Table 4.1 shows the results of these analyses.

Table 4.1 Paired sample t-Test results (n = 106)

Surah Mean Standard Deviation

Surah Al-Ghasyiyah
 Pre-test 0.56 0.94
 Post-test 2.19 1.37
 Learning gain 1.63 1.41
Surah An-Naba’
 Pre-test 0.55 0.79
 Post-test 2.16 1.59
 Learning gain 1.61 1.92

26
 The results of students’ performance on Surah Al Ghasyiyah indicate a

statistically significant improvement in their learning gains before (M = 0.56, SD =

0.94) and after (M = 2.19, SD = 1.37) watching the visually enhanced video, t(106) =

11.92, p = 0.000. The participants’ learning gains were recorded at an average of 1.63

points with an effect size of Cohen’s d = 1.39, which is considered large and

practically very important. Thus, it may be concluded that the video illustrations had

affected students’ learning and understanding of Surah Al-Ghasyiyah in significantly

positive and practically important ways.

Meanwhile, the results for Surah An-Naba’ also indicate a statistically

significant difference in students’ understanding before (M = 0.55, SD = 0.79) and

after (M = 2.16, SD = 1.59) watching the video, t(106) = 8.65, p = 0.000. The

participants’ learning gains were recorded at an average of 1.61 points with an effect

size of Cohen’s d = 1.22, which is also considered large and practically very

important. Thus, it may be concluded that the video illustrations affected students’

learning and understanding of Surah An-Naba’ also in significantly positive and

practically important ways.

4.3 IMPROVED STUDENTS’ UNDERSTANDING OF THE SURAHS

Figure 4.1 shows the participants’ perceptions about whether watching the videos had

improved their understanding of Surah Al-Ghasyiyah. The data for this section were

analyzed just descriptively. The results show an overwhelming majority of the

students (94%) agreed that watching the video on Surah Al-Ghasyiyah improved their

understanding of the surah. Only 4% were unsure and 2% disagreed that the video

improved their understanding.

27
 Figure 4.1 Students’ responses: video Surah Al-Ghasyiyah improved understanding

Figure 4.2 shows the participants’ responses to the statement that watching the video

on Surah An-Naba’ had improved their understanding of the surah. Roughly 61%

agreed that it did, while 36% disagreed. This shows that the students’ perceived the

second video on Surah An Naba was less effective than the first video on Surah Al-

Ghasiyyah.

28
 Figure 4.2 Students’ responses: video Surah An Naba’ improved understanding

Students explained that it was “hard for some people to actually understand every

verse in the Qur’an, so with the graphics, they could remember the verses better”

[Student #38]. Others affirmed that the presence of such illustrative graphics in the

videos “can further improve [their] understanding,” and is a better method of

presentation than “reading it without any background pictures” [Student #41].

4.4 STUDENT REACTIONS TO LEARNING THE SURAHS THROUGH

VIDEOS

The quantitative results are supported by the qualitative/narrative data drawn from the

students’ comments about learning the Qur’an using visually enhanced videos as used

in the study. Many believe this to be an effective method of teaching and learning the

Qur’an. One student said the following:

29
 “I strongly agree that it is very effective to learn the Quran using
digitally illustrated videos as it can attract people to learn and
understand about that Surah. When people are happy about the process
of learning, it will motivate them to learn more and more. The
demonstrations are well created, easy to understand and aligned with
the Quranic verses in the video. I am hoping for a lot of these videos in
the coming years. Thank you,” [Student #22]

The student mentioned how the illustrations were well created and aligned perfectly

with the verses being recited which worked effectively to instil her understanding of

the surah. The student linked these elements to learning motivation, stating that videos

of these characteristics could help classroom learning.

The videos also evoked the feelings of fear, gratitude, and repentance among

the students. The feeling of fear, for instance, was mentioned 37 times in the students’

comments after watching Surah Al-Ghasiyyah. According to one student, “I feel

scared to face the Judgement Day later since I know I have lots of sin but at the same

time I do hope (Aamiin) can enter the Jannah.” [Student # 14]. Meanwhile, fear

appeared 18 times in the students’ comments after watching the video on Surah An-

Naba. Two students wrote the following:

“My heart shivered. I fear Allah’s warning.” [Student # 103]

“It is eye-opening, heart-opening video about the exact purpose of our

life in this world. And it makes me wonder—will my good deeds be
counted or I’m not qualified enough to be in Jannah.” [Student # 42]

The fear also made them wonder about the purpose of creation and their purpose of

existence. Thus, it can be said that the video made them think and reflect. Fear came

with the feeling of repentance, as mentioned by three students:

30
 “I feel insaaf. People disbelievers questioning the occurrence of the day
of resurrection. They’re asking is the day going to happen. Allah
already showed His signs in all creation in this universe but still there
are some people disbelieve in Allah’s plan.” [Student #3]

“I feel like repenting.” [Student #2]

“I feel pretty much scared and insaf. I personally cried a little when I
watched the video.” [Student #9]

At the same time, students felt grateful for the blessings given by Allah SWT,

especially the blessing of being born a Muslim. Two students reflected as follows:

“I feel very grateful that I was born as Muslim and watching this video
makes me want to thank Allah endlessly for making me realize that
whatever I do, good or bad, I will return and asked by Him.” [Student #
77]

“I feel that I should be grateful.” [Student # 24]

“I feel so happy and proud to be Muslim. I feel blessed I am still alive

and still have time to prepare well myself for the hereafter.” [Student #
99]

Gratitude was mentioned 19 times in students’ reactions. Students felt grateful first

because they were given the gift of Islam, and second, because their lives were full of

good things that they should be thankful about. They viewed the videos as a “great

reminder for [them] to be aware of God’s punishment and about the Day of

Judgement.” [Student # 80]. Overall, the videos were able to trigger the appropriate

feelings and reactions from students.

However, there was some discomfort in watching the videos, but this was an

isolated case. One student did not favour learning the Qur’an using videos, seeming to

subscribe to the traditional view of learning the Qur’an instead:

31
 “I would not prefer learning Quran using digitally illustrated video
because we are encouraged to hold and read the Quran using mashaf
and we will get more benefits and rewards using this method.” [Student
# 66]

She stressed the importance of tafsirs to ensure a deep understanding of the Qur’an,

offering the following explanation:

“Somehow, we do not understand. If only is any verses of Surah and its

tafsir and illustration will give us more understanding and deeply
understanding.” [Student # 66]

Thus, from the results presented, it became clear that well-crafted illustrations

presented in videos can give students different perspectives and feelings about

understanding Qur’anic verses. Combined with the right reciter (Qari), such

presentations create an impact on their basic understanding of Qur’anic messages.

4.5 SUMMARY OF THE RESULTS

The study has found the videos used in the intervention, i.e., visually enhanced and

well-illustrated videos, to be effective in instilling students’ understanding of Surah

An-Naba and Surah Al-Ghasiyyah. The students’ test of understanding scores

increased by 1.61 and 1.63 points, respectively, after watching the two videos. The

increase in their understanding was also practically important, suggesting that the

videos were really helping in teaching the students the relevant Qur’anic content.

Between the two videos, the students rated the one on Surah Al-Ghasiyyah more

favourably as 94% said it improved their understanding, as compared to just 61% of

students who rated the video on Surah An-Naba positively. Generally, the students

reacted to the videos positively, citing feelings like fear, repentance, and gratitude

after listening to and watching the visually illustrated recitations.

32
 CHAPTER FIVE

DISCUSSION AND CONCLUSION

5.1 INTRODUCTION

The chapter discusses the study’s key findings, triangulates the qualitative and

quantitative results, relates them to previous research, and highlights the areas for

further research into exploring students’ understanding of the surahs in the Qur’an

through visually well-crafted video illustrations.

5.2 DISCUSSION OF THE KEY FINDINGS

5.2.1 Effect of Videos on University Students’ Understanding

This section summarizes and discusses the results according to the two research

questions posed in the study. Research question one stated, “What is the effect of

visually enhanced video illustrations on university students’ understanding of selected

Quranic verses?” A major finding of this study was that the well-illustrated videos on

Surah Al-Ghasyiyah and Surah An-Naba’ significantly inculcated students’ learning

and understanding of the two surahs, increasing their test scores by 1.63 and 1.61,

respectively. The increases were equivalent to the effect sizes of Cohen’s d=1.39 (Al-

Ghasyiyah) and d=1.28 (An-Naba’). These estimates indicated practically useful

findings—that the videos really made a huge difference in university students’

understanding of the verses. The amount of student learning resulting from both

videos is considered large, significantly positive, and practically very important. This

effect sizes suggest that the use of well-illustrated videos to understand Qur’anic

33
verses is an effective method of instruction for undergraduate and postgraduate

students.

Learning can be defined as the process of gaining knowledge and learning

inter-related components of information within their specific contexts (Jarvis, 2002).

Thus, the findings allow the study to conclude that learning using multimedia,

animated visuals and well-crafted video instruction can increase students’

understanding. According to Mayer (1998), people learn more deeply from words and

pictures than from words alone because the multimedia effect is consistent with the

cognitive theory of multimedia learning. Students given multimedia explanations are

able to build two different mental representations which are verbal model and visual

model and multimedia learning also build connections between them.

The findings thus support the assumption of Mayer’s theory of multimedia

learning and the study’s theoretical framework which is the dual-coding theory

derived from Paivio (1991), which states that both visual and verbal symbols and

images should be used to represent information. This study has shown that combined

words and pictures work well for learners, helping them to mentally code and decode

newly presented information in different ways. This learning method is very effective

for learning the Qur’an by which digitally well-illustrated videos are used to deliver

the content. The findings indicate that visual and verbal information is processed

directly and along distinct channels in the human mind, creating separate

representations for information processed in each channel. The same idea was

supported by Ashidiqi et al. (2019), who stated that animation has an aesthetic appeal

that motivates users to take part in the learning process if it is used appropriately.

34
5.2.2 University Students’ Reactions to Videos

The second research question was, “What are university students’ reactions to the

visually enhanced video illustrations of the selected Quranic verses?” Overall,

students gave positive feedback regarding the videos by sharing their feelings after

watching them. Before watching the video, a majority of the students had no idea

about the content of both surahs and most of them said, “I don’t know,” and “No” to

the researcher’s questions about their opinion on the surahs. However, after watching

the videos, students found that the videos were interesting and impacted their feelings.

They reported feeling a sense of fear, gratitude and repentance upon understanding the

message of the videos. The results have shown that well-illustrated and visually

enhanced videos have the potential to foster student learning of abstract and complex

content and increase student interest in learning.

5.3 LIMITATIONS OF THE STUDY

This study has two limitations that need to be improved to acquire better results in

future attempts. The first one is the topics chosen, i.e., Surahs Al Ghashiyah and An

Naba, which were very closely related in content, which resulted in the study’s

inability to differentiate the feelings and reactions evoked by the individual videos.

Second, both surahs have long verses. For instance, Surah Al Ghashiyah has 26 verses

and Surah An Naba’ has 40 verses. Due to the long verses, the video duration was a

little too long for the students to hold in their working memory. Thus, they required

more time to watch the videos and answer the questions given.

35
5.4 RECOMMENDATIONS FOR FUTURE RESEACH

Since the research was done in a short period of time, for future studies, researchers

should take into consideration the background of the respondents, focusing on

specifically primary school or secondary school students because it is a suitable phase

for students to begin learning and understanding the surahs in the Qur’an. Future

researchers can explore more findings from these groups of respondents.

Other than that, future researchers should also consider the length of the surah

which should not be not too long or too short. This is because a video’s duration is

related to the total verses of the surah. To be more specific, the duration of the video

will give an impact on students’ concentration. To choose the best quality of

instructional video, the Qur’anic video illustrations must be able to gain and sustain

student’s attention and help them to process the content meaningfully.

5.5 CONCLUSION

The results confirmed that visually enhanced videos increase students’ understanding

of Qur’anic verses and give an impact on students’ feelings. The findings indicate that

well-illustrated videos can affect learning in positive ways with a large effect size. If

used properly, they can generate highly favourable learning outcomes. From the

results, it can be concluded that the duration of videos is an important factor

influencing student learning from these media. highlight the advantages of using

visual in learning session and the perceptions of students. Students give positive

feedback towards both illustration video. In addition, the findings also showed that

understanding Qur’anic verses by watching visually enhanced and well-illustrated

videos evoke spiritually uplifting feelings such as fear, gratitude, and repentance.

36
 This study has found a great potential in videos as an innovative method of

learning and understanding the Qur’an. The well-illustrated videos created by the

FreeQuranEducation channel come across as interesting and easily understood by

users of all ages. The value of these videos for classroom learning is huge as they can

increase student interest and enthusiasm in learning the Qur’an. In addition, it is one

good way to approach the Muslim youth of today to impart Islamic knowledge

through the use of technology and the Internet. The significant findings of the current

study should pave the way for further research on teaching Islamic Education content

using different digital tools and multimedia learning materials. Thus, Islamic

Education teachers should incorporate multimedia and video into their instruction,

particularly instructional video, as it has been proven to enhance learning. It is hoped

that the findings of this study will assist learning designers, especially Islamic

Education teachers, in creating effective instructional video to teach students the

Qur’an.

37
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 APPENDIX A

QUESTIONNAIRE

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 APPENDIX B

SCORING RUBIC

Verses Rubric Score Surah Al Ghasyiyah Point

1 Has there reached you the report of the Overwhelming [event]? 1
2 [Some] faces, that Day, will be humbled 1
3 Working [hard] and exhausted 1
4 They will [enter to] burn in an intensely hot Fire 1
5 They will be given drink from a boiling spring 1
6 For them there will be no food except from a poisonous, thorny 1
plant
7 Which neither nourishes nor avails against hunger 1
8 [Other] faces, that Day, will show pleasure 1
9 With their effort [they are] satisfied 1
10 In an elevated garden, 1
11 Wherein they will hear no unsuitable speech. 1
12 Within it is a flowing spring 1
13 Within it are couches raised high 1
14 And cups put in place 1
15 And cushions lined up 1
16 And carpets spread around. 1
17 Then do they not look at the camels – how they are created? 1
18 And at the sky – how it is raised? 1
19 And at the mountains – they are erected? 1
20 And at the earth – how it spread out? 1
21 So remind, [O Muhammad]; you are only a reminder. 1
22 You are not over them a controller. 1
23 However, he who turns away and disbelievers 1
24 Then Allah will punish him with the greatest punishment 1
25 Indeed, to Us is their return 1
26 Then indeed, upon Us is their account 1
Total Points 26

52
Now, write the messages/content you understood from the video
Score 1 Score 2
on Surah Al-Ghashiyah.
the torture in the hell, and reward in the paradise 2 2
it describes about two side of people in the Akhirah. 1 1
pasal hari kiamat. balasan yang akn diperoleh oleh orang orang yang
soleh dan orang orang yg ingkar. surah ini juga menceritakan tentang 3 5
nikmat di syurga dan balasan akhirah.
It describes the end day or Yaumul Qiyamah. It shows the situation that
will happen during that day. Allah SWT also mentioned the 3 3
environment in the Jannah.
THE SURAH SHOWS THE REWARDS OR PUNISHMENT THAT
HUMANS WILL RECEIVE IN THE HEREAFTER DEPENDING ON 3 4
THEIR DEEDS AND DOINGS
this surah describe the day of judgement that will surely happen. 1 1
This surah told us about the hari kiamat (Punishment day) What's
gonna happen in that day. Those who commit bad things in their
previous life will be punished. And people who do good will be serve
5 8
good. This surah also reminds us the power and the greatness of the
God. In the end of the surah, it is crucial for us to spread kindness and
remind each other to do good things
the message that i get from the surah is that Allah memberi peringatan
kepada hamba hambanya tentang hari pembalasan bagi orang yang 2 3
soleh serta orang2 kafir.
From what i understand from the video, it tells the story about the day
of the judgement. The situations in both heaven and hell and how 3 5
people is being reward or punish based on our deeds during the living.
Surah ini menggambarkan tentang suasana hari akhirat serta keadaan
semasa di neraka dan syurga. Selain itu, ada juga diselitkan kita
sebagai manusia memberi peringatan kepada yang lain dan kita tidak 5 5
berkuasa ke atas mereka. Terserah kepada mereka untuk mengikut
atau berpaling.
It shows the humans' conditions during the day of judgment. Not all we
1 2
like at Dunia is forever make us happy
Its about the deeds done in the world that would resulted in the
afterlife, whether it is the paradise or hell. For the people who did good 3 4
deeds award to paradise and for those who did sins will go to the hell
Bergantung kepada amalan kita di dunia yang fana ini, kita akan dapat
balasannya di Hari Pembalasan. Mereka yang berusaha ke jalan Allah
3 4
dijanjikan dengan balasan syurga manakala mereka yang ingkar akan
mendapat pembalasan yang sangat dahsyat di neraka.
The content of the surah talked about the hereafter. All our good and
bad deeds are counted. With bad deeds, we will face hell where we will
drink hot and unbearable water, eat spikes fruit and etc. But if we do 4 7
good deeds, we will be granted with heaven. That is the reward for our
hardwork to follow Allah's rule in the world.
We as human, we must oblige Allah's word. We must live according to
Allah's want. If we live follow Allah's command, we will get a lot of
2 4
benefits from it, in the heaven. If we see people who doesn't follow
Allah's command, remind them.
in this surah Allah have mention about 2 group of people at judgement
6 6
day. The gloomy group and the happy group. it also stated their

53
condition during the judgement. the last part of surah, Allah had stated
that we must remind of what we are doing as we will be reward for our
own action during our life.
The messages or content that I understand from the video on Surah Al-
Ghashiyah is about the retaliation of the people who did good deeds
and the retaliation of the people who did bad deeds during their life on 3 3
Earth. It also conveys the message of Allah as the creator of the world,
no others.
It's about hell and heaven. Those who are working hard for the sake of
Allah will be put in higher position and in heaven meanwhile those who
2 6
are neglecting Allah's commands and kafir, he will be punished and
thrown into the hell.
Those who had done bad things will be punished by being thrown into
the Hellfire and those who had done good deeds to the best of their 2 4
ability will be given rewards that are luxuries.
Surah Al-Ghashiyah is about the consequences for those kafirs and
2 2
the reward that will be given to the believers in akhirah

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Verses Rubric Score Surah An-Naba’ Point
1 Concerning what are they disputing? 1
2 Concerning the Great News 1
3 About which they cannot agree 1
4 Verily, they shall soon(come to) know! 1
5 Verily, verily they shall soon (come to) know! 1
6 Have We not made the earth as a wide expense 1
7 And the mountains as pegs? 1
8 And (have We not) created you in pairs, 1
9 And made your sleep for rest, 1
10 And made the night as a covering 1
11 And made the day as a means of subsistence? 1
12 And (have We not) built over you the seven firmaments, 1
13 And place (therein) a Light of Splendour? 1
14 And do We not send down from the clouds water in abundance, 1
15 That We may produce therewith corn and vegetables, 1
16 And gardens of luxurious growth? 1
17 Verily the Day of Sorting out is a thing appointed, 1
18 The Day that the Trumpet shall be sounded, and ye shall come forth in crowds; 1
19 And the heavens shall be opened as if there were doors, 1
20 And the mountains shall vanish, as if they were a mirage. 1
21 Truly Hell is as a place of ambush, 1
22 For the transgressors a place of destination: 1
23 They will dwell therein for ages. 1
24 Nothing cool shall they teste therein, not any drink, 1
25 Save a boiling fluid and fluid, dark, murky, intensely cold, 1
26 A fitting recompense (for them). 1
27 For that they used not to fear any account (for their deeds), 1
28 But they (impudently) treated Our Signs as false. 1
29 And all things have We preserved on record. 1
“So taste ye (the fruits of your deeds); for no increase shall We grant you,
30 1
excepted in Publish.”
31 Verily for the Righteous there will be fulfilment of (the heart’s) desires; 1
32 Gardens enclosed, and grapevines; 1
33 Companions of equal age; 1
34 And cup full (to the brim) 1
35 No vanity shall they hear there, nor Untruth:- 1
36 Recompense from thy Lord, a gift, (amply)sufficient, 1
(From) the Lord of the heavens and the earth, and all between, (Allah) Mos
37 1
Gracious: None Shall have power to argue with Him.
The Day that the Spirit and the angels will stand forth in ranks, none shall
38 speak except any who is permitted by (Allah) Most Gracious, and He will say 1
what is right.
The Day will be sure Reality: Therefore, whoso will, let him take a (straight)
39 1
return to his Lord!
Verily, We have warned you of Penalty near, the Day when ma will see (the
40 deeds) which his hands have sent forth, and the unbeliever will say, “Woe unto 1
me! Would that I were (metre) dust!
Total Points 26

55
Now, write the messages/content you understood from the video
Score 1 Score 2
on Surah An Naba.
the creations of Allah s.w.t 1 1
about Allah's great creation on this dunya, the fate of kafir and
mukmeen and what happens after Kiamat.
4 4
hakikat hidup dunia 1 0
Allah describe in the surah about the incidents of the universe. Allah
also mention how we can use the day and night in our daily live.
2 1
THE SURAH TELLS ABOUT HOW GOD HAS PROVIDED HUMANS
WITH MANY REZEKI AND GRATEFUL THINGS BUT SOME HUMANS
ARE NOT GRATEFUL AND EXCEED THE LINES THAT GOD HAS
SET EVENTHOUGH THEY HAD CONSTANTLY BEEN REMINDED
4 5
ABOUT THE PUNISHMENT THAT THEY WILL RECEIVE IN THE
HEREAFTER
mostly the content of this surah is allah tells us about the rizq that allah
has provided to us in this world
1 1
Surah An Naba also remind us about the punishment day. We dont
have to worry as all the good things will be served as same as what we
had done in our life in dunya. And for those who neglected Allah's
command, surely there will be a great punishmet for them. Allah has
6 6
showed us so many reasons and his power to believe Him. Shall we not
worried, all the things we had done will be weighed accurately soon.
orang kafir dan yg melanggar perintah Allah adalah dikalamgan orang2
yg rugi
1 1
It is about the news of the day of judgement. The kafir does not believe
in the hereafter that has been told by the Quran and prophet. And when
3 3
the day arrive, they would wished they followed the message from the
Quran and prophet.
At first, tells about the nikmah that Allah gives to his servant. Then, it
tells about the situation in Jannah. That's all I remember.
2 2
It is good to be grateful all the time doesn't matter how condition you are
in whether you are in poor or rich. Everything created around us have
their own purpose. do not neglect their existence. That's why people 4 6
said, if we want to muhasabah, try look at the creations of the God.
They are all beautiful and meaningful.
Its about the afterlife, hell and paradise. If you do good, you'll go to the
paradise, if not, hell will be the answer
3 4
The surah tell us that the Judgement Day is real and to warn people of
the consequences of acknowledging it or not.
2 2
The surah tells us that Allah already gave answer to human of whatever
questions they have. They just need to read the Quran to get their 1 2
answer.
Judgement day is the day human will be judge. All the things mentioned
in the Quran is real. It happened and will be happening soon. Allah has
told us in the Quran the benefits of doing ibadah and the consequences
of neglecting His command. It is us, human, to choose our own path.
3 4
The consequences of our choice will lead us either to paradise with all
the benefits, or to hellfire with all the punishments

56
in this surah, Allah swt had stated about a group of people who
questioning the day of hereafter. Allah also stated about the perfection
of each creature that created with it couple and complete each other. 5 6
the surah also tell us about the condition of muslim and kafr in heaven
and hell.
The messages that I understand from Surah An Naba are Allah has
made the best for mankind for us to live in this world. Allah has created
Sun to lighten the day so we can work. Then, Allah has created night for
us to rest from the work we did during the day. Allah also has created
each of us partner, for us to have a companion in this life and be happy.
Secondly, it conveys the message of how's the life in the Hereafter.
8 9
How's the good people will live and how's the bad people will live their
life in the Hereafter. It also conveys the message of how regret the
people who will spend their life in Hellfire are to waste their life and
rather be a soil, for them to not get punished by Allah SWT.
This surah tells me about how should I suppose to live in this world and
about what Allah has given us all this while. It also stresses about the
life in our next life, such as in heaven and hell. Besides, it also tells me 5 8
about hell and the punishment waiting for those who deserve it. This
video also shares about the heavem
It is about the Judgement Day where no one knows about when it will
happen except god and the punishment that will be given to those who
had done bad things and rewards to those who had done good and for 5 6
the kafirs they will ponder that it will be better if they were dirt from the
start.
To tell humankind to be grateful about all the blessings that Allah has
given to us, to look for His signs through the blessings. The comparison
between the reward in jannah for the believer and the punishment of
hellfire for the kafirs are also being told in the surah, make it as a
5 7
reminder for us to always pray, doing good deeds and have faith in
Allah

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