Learning to memorize the Quran presents a challenge. This paper reports the development and alpha testing of a mobile application called “EzHifz” for Quran memorization based on the VARK learning style. The application received positive feedback for user acceptance testing and heuristic testing. The Fleiss kappa coefficient (κ) results for user acceptance testing show a very good level of agreement (κ = 0.850). Heuristic testing results show that κ = 0.731 for content, manual guide, memorization activities, performance information, and tasmik assessment attributes, while κ = 0.727 for presentation design, interactivity, multimedia elements, attraction, and motivation attributes. These results show a good level of agreement, which indicates that the EzHifz application meets the requirements of design and development based on the attributes evaluated. A combination of memorizing techniques in the application helps strengthen the use of preferred VARK learning styles. The techniques support the use of multiple senses that could facilitate the process of memorizing the Quran independently. This study contributes to the novel design and evaluation of the Quran memorization application based on the Quran memorization model. The application supports the teaching and learning of Quran memorization where it allows students to select their preferred VARK learning style with the technique of memorizing the Quran. This mobile application learning approach based on VARK’s learning style has the potential to be implemented in the process of memorizing the Quran as well as retaining memory through the use of memory senses in support of the learning materials developed.

This article describes the Development Needs Analysis of Digital Application-Based Tahfiz Learning Models in Early Childhood Education. At this age, children act actively on stimuli, respond with people around them and are sensitive to the surrounding conditions. Therefore, this age level is the most suitable stage for teachers to stimulate children's intelligence, among them through remembering or memorization techniques. In line with the aspirations of the Education system in Malaysia, 21st century education emphasizes on integrating the use of digital as a teaching aid. Digital storytelling education is among the new methods and techniques in teaching and learning language included in the tahfiz al-Quran. To create a model that can meet the needs of teachers as consumers, a needs analysis is carried out on 4 preschool teachers in the Selangor district. Data collection is done through semi-structured interviews and targeted sampling techniques. Qualitative data from interviews with teachers are categorized and analyzed to identify themes for understanding data. The needs analysis shows that the three main themes identified, recommendations and specifications derived from interviews with teachers provide useful information for developing digital application content. The findings will be used to design and develop digital applications in the next phase. The findings are expected to help produce applications that can help teachers in terms of teaching surah memorization to children.

Kajian ini memfokuskan kepada keberkesanan kebolehgunaan aplikasi Fun Q untuk kegunaan murid-murid pra tahfiz. Aplikasi ini berbentuk model teknologi hafazan yang sesuai untuk kanak-kanak pra sekolah mempelajari, menghafaz dan memahami al-Quran dengan cara santai, mudah dan menyeronokkan. Sehingga kini pelbagai aplikasi digital yang dibangunkan bertujuan menjadi platform pembelajaran hafazan al-Quran. Namun perkembangan teknologi moden dan bidang teknologi dalam pendidikan tahfiz masih kurang diterokai dan mereka kekal dengan kaedah tradisional. Oleh itu, kajian ini bertujuan untuk melihat keberkesanan kebolehgunaan aplikasi Fun Q yang dibangunkan untuk murid-murid pra tahfiz. Metodologi untuk kajian ini adalah reka bentuk kualitatif yang menggunakan instrumen pemerhatian dan catatan nota kepada murid-murid pra tahfiz sebagai responden dalam kajian ini. Hasil dapatan menunjukkan pengguna berpuas hati menggunakan perisian kursus ini dengan memperoleh peratusan sebanyak 99. Oleh yang demikian, aplikasi ini dapat memberikan impak yang sangat besar dalam memandu pembelajaran tahfiz pra sekolah dengan lebih teratur dan sistematik. Selain itu juga, dapat membina kerohanian huffaz rabbani dan melahirkan generasi Al-Quran yang unggul.

Innovative learning models that apply multimedia technology have the potential to increase motivation in memorization through an interactive learning environment. A model that considers factors in the selection of Al-Quran memorization techniques based on the VARK learning style using various memory senses has the potential to facilitate learning, meet user satisfaction and increase motivation. However, the existing models of Al-Quran memorization techniques are still limited and are not available using Al-Qur'an memorization techniques that support the differences in individual VARK learning style tendencies through the selection of graphic, sound, text, and video elements. It lacks appeal in motivating students to memorize the Al-Quran because it does not support the strength and tendency of memory based on the VARK learning style. The VARK learning style or modality bias model focuses on the individual's memory mode or sense of receiving and processing information. It is a perceptual model of choice and instruction that categorizes learning according to memory-sensory biases. The VARK learning style model has determined that each person has dominant memory strengths and tendencies. This study aims to design a multimedia representation learning model for Al-Quran memorization techniques based on the VARK learning style. The objective of this study is to identify the elements of the multimedia representation learning model for Al-Quran memorization techniques based on the VARK learning style, design and develop a multimedia representation learning model to increase motivation in memorizing the Quran and evaluate the usability and motivation of users of the multimedia representation learning model (EzHifz) based on the VARK learning style to memorize the Quran. The research methodology is based on the instructional design model, universal design, and cognitive multimedia learning design that includes the analysis phase, design, development, and implementation phase as well as the evaluation phase. EzHifz model evaluation tests using prototypes are conducted through surveys and individual observations one by one of the students aged between 10-15 years. This study was conducted with twenty (20) students at Tahfiz Integration School in Sepang Selangor. Data collection is through a quasi-experiment using questionnaire instruments, observation task lists, and observation checklists. Data were analyzed using descriptive statistics. The results show that the EzHifz model facilitates learning, meets user satisfaction, and increases motivation. This research contributes to (i) a multimedia representation learning model (EzHifz) based on the VARK learning style; (ii) the EzHifz model design; (iii) the EzHifz model evaluation methodology

Digital applications have a significant impact on advancing rote learning. This study aims to examine the need for digital applications in preschool Qur'an memorization learning. This qualitative study uses a phenomenological design. Data collection was conducted through indepth interviews with teachers who teach the subject of Qur'an memorization in selected pre-schools through purposive sampling. Data were analyzed using thematic analysis. The study's findings show the need for digital applications in the memorization of the Qur'an for children in preschool because the students can more easily remember the memorized verses, conduct self-learning, and increase motivation, understanding, and achievement of students. In addition, students are more flexible in learning. Therefore, this era of technology has become an important necessity for students to learn the Qur'an, especially in preschool Qur’an memorization. It is hoped that the memorization of the Qur'an can be competitive in line with the learning goals of the 21st century.

Pendidikan hafazan al-Quran yang menjadi salah satu cabang ilmu yang penting dalam kehidupan umat Islam kini. Pemeliharaan terhadap kesucian al-Quran akan meningkatkan lagi keimanan dan ketakwaan individu terhadap AllahSWT dan diterjemahkan melalui akal fikiran dan tindakan. Sehingga kini banyak teknik yang digunakan bagi tujuan pemeliharaan tersebut baik dari peringkat usia muda hingga dewasa. Oleh itu, objektif utama kajian ini bertujuan untuk mengkaji teknik hafazan al-Quran peringkat pra sekolahdalam aplikasi digital. Metodologi penyelidikan yang digunakan adalah analisis deskriptif melalui kaedah analisis kandungan. Data yang dikenal pasti, dikumpul dan dianalisis daripada sumber bertulis dan bercetak sedia ada seperti jurnal, tesis dan sebagainya. Dapatan kajian menemukan sebanyak 11 teknik hafazan al-Quran iaitu mendengar, mempelajari, membaca, menunjuk, memahami, memadan, melukis, menyebut, mengingati, serta mengulang dan menulis. Secara keseluruhannya, teknik hafazan inibersesuaian dengan perkembangan kognitif kanak-kanak. Pada masa yang sama, dapat membentuk generasi huffaz yang berkualiti dan berkemajuan mengikut peredaran zaman.