i design model of basic al-quran learning...
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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.
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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
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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
2.11 Chapter Summary 38
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
3.3 Chapter Summary 67
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
4.6 Chapter Summary 97
5 EVALUATION AND FINDINGS 99
5.1 Introduction 99
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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
Discussion for Two Groups
111
5.6.3 Focus Time Checklist and
Discussion for Two Groups
114
5.7 Discussion 115
5.8 Chapter Summary 116
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
6.6 Chapter Summary 122
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
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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
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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
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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
4.11 Snapshot of Video 2 86
4.12 Snapshot of Video 3 87
4.13 Snapshot of Video 4 88
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?
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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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