Rasul Ulu Al - Azmi Stories For Secondary School's Students An Educational Courseware

RASUL ULU AL-‘AZMI STORIES FOR SECONDARY
SCHOOL’S STUDENTS: AN EDUCATIONAL COURSEWARE
RABIATUL ADAWIYAH BINTI AZHARI

INTAN NUR ANIS BINTI MOHD SAFIA
SITI NURSYAHME AUNE BINTI HAZMAN
UNIVERSITI SAINS ISLAM MALAYSIA

RASUL ULU AL-‘AZMI STORIES FOR SECONDARY
SCHOOL’S STUDENTS: AN EDUCATIONAL COURSEWARE
Rabiatul Adawiyah Binti Azhari

(Matric No: 1171986)
Intan Nur Anis Binti Mohd Safia
Siti Nursyahme Aune Binti Hazman
Academic project report submitted in partial fulfillment for the degree of

BACHELOR OF
QURANIC STUDIES WITH MULTIMEDIA WITH HONOURS
Faculty of Quranic and Sunnah Studies

UNIVERSITI SAINS ISLAM MALAYSIA
Nilai
February 2021
AUTHOR DECLARATION
I hereby declare that the work in this academic project is my own except for quotations
and summaries which have been duly acknowledged
Date: 8 February 2021 Signature
Name: Rabiatul Adawiyah Binti Azhari

Matric No: 1171986
Address: No 85, Lorong 10, Taman Seri Setia,
26600, Pekan Pahang.
Signature
Name: Intan Nur Anis binti Mohd Safia

Matric No: 1171991
Address: Lot 706, Kampung Sri Kulim, 31000
Batu Gajah, Perak.
Signature
Name: Siti Nursyahme Aune binti Hazman

Matric No: 1171992
Address: 2376, Tanjung Berembang, 14310
Nibong Tebal, Pulau Pinang.
ii
ACKNOWLEDGEMENT
‫بسم هللا الرحمن الرحيم‬
The name of Allah Almighty, most gracious and most merciful.
First and foremost, grateful to the Almighty Allah for blessing me strength and
courage in completing this academic project to fulfil the requirement for the degree in
Bachelor of Quranic Studies with Multimedia with Honours.
Next, we express our special thanks and appreciation to our research supervisor,
Dr Siti Fatimah binti Mohd Tawil for her continuing support advice and her guidance
to us in completing this academic project. Thank you very much and may Allah bless
of you.
Our special thanks are dedicated to our beloved parents and family who are
always give us encouragement and support in our study.
Then, not forgotten to all our friends for their assistance, guidance and support
in completing this academic project. To all who give directly or indirectly cooperation
and contribution to our academic project, thank you very much.
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APPROVAL PAGE
I verify that I have supervised and read this research and, in my opinion, it confirms
to the acceptable standard of scholarly presentation and is full adequate, in scope and
quality, as an academic project paper for the Bachelor of Quranic with Multimedia
Studies with Honours.
……………………………………
Dr. Siti Fatimah Mohd Tawil
Supervisor
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ABSTRAK
Perisian kursus pendidikan dapat meningkatkan pembelajaran bagi remaja dan mereka
akan lebih terdorong untuk belajar sendiri kerana terdapat interaktiviti dan kandungan
yang menyeronokkan dalam perisian pendidikan. Tujuan menghasilkan perisian
pendidikan ini yang berkaitan dengan Kisah Rasul Ulu Al-'Azmi adalah untuk
membantu remaja mengetahui tentang kisah-kisah Rasul Ulu Al-'Azmi yang disebut
oleh Allah s.w.t dalam al-Quran. Di samping itu, perisian pendidikan ini juga dapat
membantu ibu bapa dan guru untuk mengajar anak-anak dan pelajar dengan cara yang
lebih mudah untuk mengingati kisah-kisah Rasul Ulu Al-‘Azmi dengan berkesan.
Sasaran utama perisian pendidikan ini adalah remaja atau belia yang berumur antara
tiga belas hingga tujuh belas tahun yang merupakan pelajar sekolah menengah. Selain
itu, kaedah yang digunakan untuk menghasilkan perisian ini adalah dengan
menggunakan kaedah ‘ADDIE Model’. Hasilnya, pelajar dapat menggunakan perisian
kursus sebagai alat alternatif mereka untuk tujuan pembelajaran. Mereka boleh
berbincang dengan rakan-rakan tentang kandungan dan maklumat yang diberikan dan
mereka juga dapat menjawab kuiz yang disediakan dalam perisian pendidikan ini.
Pembangun perisian juga menjadikan perisian kursus menjadi luar talian ‘offline’
kerana ia lebih mudah untuk diakses. Perisian kursus pendidikan bertindak sebagai gaya
pengajaran tradisional kerana mengandungi interaktiviti antara perisian kursus dan
remaja.
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ABSTRACT
Educational courseware can enhance learning for teenagers and they will be more
motivated to learn on their own because there is interactivity and fun content in
educational courseware. The purpose of producing this educational courseware related
to the Story of Rasul Ulu Al-'Azmi is to help teenagers learn about the stories of Rasul
Ulu Al-'Azmi mentioned by Allah s.w.t in the Quran. In addition, this educational
courseware can also help parents and teachers to teach children and students in an easier
way to remember the stories of Rasul Ulu Al-‘Azmi effectively. The main target of this
educational courseware is teenagers or youths between the ages of thirteen to seventeen
who are secondary school’s students. In addition, the method used to produce this
educational courseware is by using the ADDIE Model method. As a result, students are
able to use courseware as their alternative tool for learning purposes. They can discuss
with friends about the content and information provided and they can also answer the
quizzes provided in this educational courseware. The courseware developer also makes
the courseware offline because it is easier to access. Educational courseware acts as a
traditional teaching style because it contains interactivity between courseware and
adolescents.
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‫ملخص البحث‬
‫نظرا لوجود محتوى تفاعلي وممتع‬ ‫ً‬

‫تحفيزا للتعلم بأنفسهم ً‬ ‫تعزز المناهج التعليمية التعلم للمراهقين وسيكونون أكثر‬
‫في المناهج التعليمية‪ .‬الغرض من إنتاج هذه المناهج التعليمية المتعلقة بقصة رسول أولو العزمي هو مساعدة‬
‫المراهقين على التعرف على قصص رسول أولو العزمي التي ذكرها هللا في القرآن‪ .‬باإلضافة إلى ذلك ‪ ،‬تساعد‬
‫هذه المناهج التعليمية أيضًا اآلباء والمعلمين على تعليم األطفال والطالب بطريقة أسهل لتذكر قصص رسول أولو‬
‫العزمي بشكل فعال‪ .‬الهدف الرئيسي من هذه المناهج التعليمية هو المراهقون أو الشباب الذين تتراوح أعمارهم بين‬
‫‪ 13‬و ‪ 17‬عا ًما من طالب المدارس الثانوية‪ .‬باإلضافة إلى ذلك‪ ،‬فإن الطريقة المستخدمة إلنتاج هذه المناهج التعليمية‬
‫هي باستخدام طريقة ‪ . ADDIE Model‬نتيجة لذلك ‪ ،‬يمكن للطالب استخدام المناهج التعليمية كأداة بديلة ألغراض‬
‫التعلم‪ .‬يمكنهم المناقشة مع األصدقاء حول المحتوى والمعلومات المقدمة ويمكنهم أيضًا اإلجابة على االختبارات‬
‫المقدمة في هذه المناهج التعليمية التعليمية‪ .‬يقوم مطور البرامج التعليمية أيضًا بجعل المناهج التعليمية غير متصلة‬
‫باإلنترنت‪ .‬لن تكون المناهج التعليمية مملة كأسلوب تدريس تقليدي ألنها تحتوي على تفاعل بين المناهج التعليمية‬
‫والمراهقين‬
‫‪vii‬‬
CONTENT PAGE
AUTHOR DECLARATION ii
APPROVAL PAGE iv
ABSTRAK v
ABSTRACT vi
‫ملخص البحث‬ vii
CONTENT PAGE viii
LIST OF TABLES xi
LIST OF FIGURES xii
LIST OF APPENDICES xiv
CHAPTER I: INTRODUCTION 1
1.1 Background of the Research 1
1.2 Problem Statement 2
1.3 Research Objectives 3
1.4 Research Questions 4
1.5 Research Scope 4
1.6 Research Significance 5
1.7 Definition of Terms 5
1.7.1 Rasul 5
1.7.2 Ulu Al-‘Azmi 6
1.7.3 Educational Courseware 6
1.8 Research Framework 6
1.9 Summary of Chapter 9
LITERATURE REVIEW 10
2.1 Introduction 10
2.2 Rasul Ulu Al-‘Azmi Stories 10
2.3 Learning Islam via Courseware for Children 16
RESEARCH METHODOLOGY 26
3.1 Introduction 26
3.2 Research Design 26
viii
3.2.1 Analysis Phase 27
3.2.2 Design Phase 27
3.2.3 Development Phase 27
3.2.4 Implementation Phase 28
3.2.5 Evaluation Phase 28
3.3 Data Collection 29
3.3.1 Method of Data Collection 29
3.3.1.1 Document Analysis 29
3.3.1.2 Survey: Usability Test 29
3.3.2 Sample and Respondents 30

3.3.3 Instrument 30
3.4 Data Analysis 31
3.4.1 Method of Data Analysis 31
3.4.1.1 Document Analysis 31
3.4.1.2 Survey: 32
3.4.2 Tool of Data Analysis 32

DESIGN AND DEVELOPMENT 33
4.1 Introduction 33
4.2 Analysis Phase 33
4.3 Design Phase 35
4.3.1 Content Selection - List of selected sources (books) 35
4.3.2 The Courseware Lesson Plan 49
4.3.3 Courseware Flowchart and Storyboard 52
4.3.4 Development Phase 61
4.3.4.1 Homepage and Main page 61
4.3.4.2 Three Elements for Each Prophet 64
4.3.4.3 Quiz section 65

COURSEWARE ASSESSMENT 69
5.1 Introduction 69
ix
5.2 Implementation 69
5.2.1 Activities of Implementation 69
5.2.2 Assessment for the implementation 70
5.3 Evaluation 71
5.3.1 Activities of evaluation 71
5.3.2 Users evaluation 72
CONCLUSION AND RECOMMENDATIONS 89
6.1 Introduction 89
6.2 Recommendations 89
6.2.1 Interactivity 89
6.2.2 Quiz Section 89
6.2.3 Content of the courseware 90
6.3 Summary of outcome 90
6.4 Conclusion 92
REFERENCES 94
APPENDIX A 99
APPENDIX B 100
x
LIST OF TABLES
Tables Page
1.1 Research Framework 6-7
4.1 Courseware lesson plan 49
6.1 Summary of outcome 90
xi
LIST OF FIGURES
Figure Page
4.1 Kemuliaan Para Nabi Book 36
4.2 Stories of the Prophets 45
4.3 Courseware Flowchart 52
4.4 Courseware Storyboard (Main Page) 53
4.5 Courseware Storyboard (5 Prophets) 54
4.6 Courseware Storyboard (Biography and 55
challenges)
4.7 Courseware Storyboard (Death) 56
4.8 Courseware Storyboard (Prophet Muhammad 57
s.a.w: The Death)
4.9 Courseware Storyboard (Main Page Quiz) 58
4.10 Courseware Storyboard (Quiz) 59
4.11 Courseware Storyboard (Quiz Marks) 60
4.12 Homepage for Rasul Ulul Al-Azmi’s Stories 61
4.13 Menus for Rasul Ulul Al-Azmi’s Stories 62
4.14 The Main page of each Rasul Ulul Al-Azmi’s 63
Stories
4.15 The three elements in each Rasul Ulul Al- 64
Azmi’s Stories
4.16 Homepage Quiz about Rasul Ulul Al-Azmi’s 65
Stories
4.17 Sample quiz about Rasul Ulul Al-Azmi’s Stories 66
4.18 Mark’s quiz section about Rasul Ulul Al-Azmi’s 67
Stories
5.1 Total number of respondents 73
5.2 Respondent Gender 74
5.3 Respondent Age 74
5.4 Respondent School Name 75
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5.5 Liking rate courseware usability 76
5.6 Courseware is easy to use rate 76
5.7 Courseware useful rate 77
5.8 Comfortable use rate 77
5.9 Content clarity rate 78
5.10 Content useful rate 79
5.11 Courseware information rate 79
5.12 Understandable rate courseware objective 80
5.13 Organization rate courseware content 80
5.14 Useful rate quiz information 81
5.15 Liking rate courseware interface 81
5.16 Ease of use rate courseware interface 82
5.17 Courseware interface attraction rate 83
5.18 Organization rate courseware interface 83
5.19 Interactivity rate courseware interface 84
5.20 Satisfaction rate courseware interface 84
5.21 Lag issues rate 85
5.22 Audio clarity 86
5.23 Button functionality 86
5.24 Comment and feedback 87
xiii
LIST OF APPENDICES
Appendix Page
A GANNT CHART 99
B Analysis Survey 100-106
xiv
CHAPTER I: INTRODUCTION
1.1 Background of the Research
Secondary schools are a form of formal education formulated by the Ministry of
Education Malaysia where usually known as National Secondary Schools (SMK).
This secondary school's education plays an essential role in developing new ways
of thinking to prepare for the next level of education which the tertiary education. At
this age, these children experience new ways to socialize, interact and develop attitude
in society.
There are many religious knowledges that should be given to preschool children at this
age, including by teaching them prayers, supplications and activities demanded by Islam
for example, how to greet and answer them, introducing them about the names of
prophets or Rasul, about history prophet, or about the story of the miracle of the prophet.
Equipped with the Islamic knowledge can increase their confidence in the existence of
Allah's and His power. The history of the Prophet is an event that must be shared
to secondary school’s students so that they can take an example from religious values
through the stories of previous prophets.
In fact, many efforts have been made to increase the knowledge of secondary
school’s students about the story of Rasul Ulu Al-‘Azmi, but the results are not yet
maximum. Related to this case, one of the solutions is to increase the knowledge of
these secondary school’s students about the story of Rasul Ulu Al-‘Azmi is
using educational courseware. With the use of courseware can attract the interest of
these secondary school’s students to learn and know the compilation of the stories
of Rasul Ulu Al-‘Azmi.
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This research aims to build an interactive design and has content that is appropriate for
the age level of these secondary school’s students. Therefore, the use of this educational
courseware does not give bad benefits to these students. At this phase,
these students have not been able to read well, at this time this courseware is very
helpful and important. The use of this educational courseware can also be used for
future generations.
1.2 Problem Statement
Nowadays, there are some students who are lack of knowledge about Islam. According
to a study of 300 respondents, students' knowledge about Islam is average (Mat Zin &
Buchik, 2017). One way for students to gain an extensive knowledge is to give them an
early education since childhood. In the previous research by Radhika Kapur (2001)
stated, early childhood education is an important area within the lives of the individuals.
This education begins when the child reaches the age of two. (Radhika kapur, 2001).
Looking at the influence of school children on teaching and learning processes historical
elements, there are still many weaknesses that need to be overcome. One of the ways
that we can use it is mobile learning. Nowadays, children have more interest in using
the mobile devices. On average, 2 in 3 children who use a mobile phone have a
smartphone and the most popular uses of the mobile internet are for studying (Giovanna
Mascheroni, 2015). Their interest in study will increase as they find that exploring
mobile devices is more fun and interesting. However, there is disadvantages of children
using mobile phones. The previous research by Meta Keumala,
Marisa Yoestara and Zaiyana Putri (2018) stated, even though it has benefits, it is
undeniable that in fact internet access has negative effects on the growth and
2
development process of young children. However, it is vital for early childhood
education is to lead to effectual growth and development knowledge of the children. It
creates the foundation for learning, so that they can develop their abilities efficiently
from the early age (Radhika kapur, 2001). In the context of education today, Islamic
education is an important subject to learn. The history of Rasul Ulu Al-‘Azmi is the one
of the important topics for children to know, it contains some values such as patience
and this patience is a good example for the future people (Hamam Winandi et al.,
2016).
Mobile learning offers modern ways to support learning process through mobile
devices, such smart phones. Unfortunately, there are very limited mobile educational
courseware for teenagers especially a courseware that contain Islamic contents. For this
case study, an educational courseware about the compilation stories about Rasul Ulu
Al-‘Azmi was created by developer. This accumulates stories and history
about Rasul Ulu Al-‘Azmi through an educational courseware that can enhance Islam
knowledge for the students, especially the teenager.
1.3 Research Objectives
1. To identify the suitable content about educational courseware about Rasul Ulu
Al-’Azmi stories for secondary school’s students.
2. To design an educational courseware about Rasul Ulu Al-‘Azmi stories for
secondary school’s students.
3. To develop an interactive educational courseware about Rasul Ulu Al-‘Azmi for
secondary school’s students.
3
1.4 Research Questions
1. What is the suitable content about educational courseware about Rasul Ulu Al-
‘Azmi stories for secondary school’s students?
2. What is the design of educational courseware about Rasul Ulu Al-‘Azmi stories
for secondary school’s students?
3. How to develop an interactive education courseware about Rasul Ulu Al-‘Azmi
for secondary school’s students?
1.5 Research Scope
The purpose of this project is to develop an educational courseware that can
provide exposure to secondary school’s students about Rasul Ulu Al-‘Azmi stories. The
scope of the study is involved the secondary school’s students as mentioned in the
objective of the study. Secondary school’s students are teenager between 13 to 17 or 18
years old who attend secondary school. The selection of respondents are only limited
since the syllabus and content only focus to secondary school’s student and the design
required must also be appropriate to the scope of the study. Moreover, this study focuses
on Muslim secondary school’s students because the syllabus and content in the
application is related to Islam. Apart from that, the data used in this study only refers to
the Rasul’s study book titled “Kemuliaan Para Nabi” by Muhammad Ali Ash Shabuni
and Stories of the Prophets by Imam Ibnu Kathir, translated to English language by
Muhammad Mustapha Geme’ah, Al-Azhar to be used as a reference in developing this
educational courseware. This research is designed to have a thorough knowledge of
Rasul Ulu Al-‘Azmi stories as mentioned in Al- Quran.
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1.6 Research Significance
The development and use of multimedia in education is well known in Malaysia.
As a visionary country, education is an important aspect of developing experts in a field
leading to a high-tech nation. Mobile learning offers modern ways to support learning
process through mobile devices, such smart phones. This study will be a significant
endeavor in promoting a relatively inexpensive opportunities, as the cost of mobile
devices are significantly less than PCs and laptops. Furthermore, this educational
courseware is free of charge and easy to access in learning. This study will provide
positive impact towards students nowadays because the content is so interesting and
suitable for students to learn. Moreover, this study will be used as an energizer to make
the student feel more energetic and feel interest towards the learning. This type of
learning process is suit 21st learning because that is the needs of education in Malaysia
education BLUEPRINT 2013-2025. In addition, this study will also serve to future
generations so that student will learn and try to adapt new things since secondary school.
This study highlights on future generations, thus students will get to learn in deductive
and inductive approach. It can also contribute to a deep understanding of the story of
the Rasul Ulu Al-‘Azmi stories.
1.7 Definition of Terms
1.7.1 Rasul
Prophets are Divine Messengers and means through which the mind, will and
purpose of God as explained in the Holy Book are revealed to mankind. (Adekoya,
2019).
Firstly, Messages, mixing and overall. Second, forced messages are reserved for
the unreasonable to bear something whether it is hated or liked. Third, the message of a
5
sensible person by bringing news on worldly matters and fourth, the main news message
in relation to religious questions (Wan Ali, 1997).
1.7.2 Ulu Al-‘Azmi
The concept of Ulu Al-‘Azmi refers to the prophets who were patient towards
all trials and perseverance in the face of those who hurt themselves they are in the effort
of da’wa. They also experience deep distress their preaching was more than that of other
prophets (Jasmi, 2017).
The apostles who have extraordinary perseverance. Inside performing the task
carried out from God, they are very resilient and patient facing all kinds of disturbances,
obstacles, and trials they are received from the people who opposed the mission them
(Amrie, 2012).
1.7.3 Educational Courseware
Courseware also means that the development of hardware and computer-based
software package produced on a large scale and they allow the use and learning
individually. In addition, include a wide range of multimedia learning into educational
tools that enable diversity in the presentation of the curriculum (Ahmad et al., 2018).
1.8 Research Framework
Table 1.1 Research Framework
Research Research Methodology Expected Expected

Objectives Question Results Chapters
1. To identify What is the Content It is expected that the use of Chapter 4:
the suitable suitable Analysis content is suitable and easy as a Design and
content about content for an learning module. Development
6
educational educational
courseware courseware
about Rasul about Rasul
Ulu Al-’Azmi Ulu Al-’Azmi
stories for stories for
secondary secondary’s
students. students?
2. To design an What is the ADDIE It is expected that this educational Chapter 4:

educational design of model courseware design will be an Design and
courseware educational interactive courseware where Development
about Rasul courseware students can use the courseware
Ulu Al-’Azmi about Rasul interactively
stories for Ulu Al-’Azmi
secondary stories for
students. secondary’s
students?
3. To develop How to ADDIE It is expected that this educational Chapter 4:

an interactive develop an model courseware will work well and be Design and
educational interactive able to provide input to students Development
courseware educational
about Rasul courseware
Ulu Al-’Azmi about Rasul
for secondary’s Ulu Al-’Azmi
students. for
secondary’s
students?
First and foremost, the objective of this research is identifying the suitable content
about educational courseware about Rasul Ulu Al-’Azmi stories for secondary’s
7
students. In this millennium years, students are learning in 21st century learning so that
the type of courseware being used need to be observed before implement towards the
students. This methodology is generally a content analysis. The library study aims to
explain the story of Rasul Ulu Al-Azmi’s stories. The expected result is, we expect with
the use of content that is suitable for use and easy as a learning module. Next, the
expected chapter is explained in chapter 4 which is design and development.
Second, this research emphasizes on designing an educational courseware entitled
Rasul Ulu Al-‘Azmi stories in order to grab students’ attention and interest in learning
more about this topic. Hence, this courseware is created for secondary students and the
design of courseware also need to be suit and relevance onto students’ interest. The
methodology used is using ADDIE model as guide and it is one such instructional
design model. The phases of this model include analysis, design, development,
implementation, and evaluation. This matter is using the design, the design phase is the
process of transferring information from the analysis phase to a physical sketch that will
be used during the construction process. The expected result is this educational
courseware design to be an interactive courseware where students can use the
courseware interactively. Thus, the expected chapter is explained in chapter 4 which is
design and development.
Third, developing an interactive educational courseware about Rasul Ulu Al-
Azmi is the most crucial thing because there are few aspects need to look on such as
multimedia elements (video, picture, audio, text and animation), students’ ability and
their prior knowledge before applying the courseware. Based on the three objectives
above, it clearly shown that this educational courseware is giving the best for students
8
in order to make sure they will get an adequate knowledge about Rasul Ulu Azmi. The
methodology of this matter is, to develop an educational courseware it is good and
essential to use ADDIE model as guide and it is one such instructional design model.
The phases of this model include analysis, design, development, implementation, and
evaluation. This matter is using the development phase, educational courseware
development involves the process of developing courseware using multimedia software.
Furthermore, the expected result is this educational courseware to work well and be able
to provide input to students. Thus, the expected chapter is explained in chapter 4 which
is design and development.
1.9 Summary of Chapter
The first chapter of this research opens with the background of the study and is
followed by a statement of the problems, objectives of the study, research questions and
the importance of the study. Religious knowledge that should be given to secondary
school’s students at this age, conveys to them the stories of the prophet, its history, or
the story of the unseen events of the prophet armed with Islamic information can
increase their certainty before Allah and His control.
This religious knowledge must be imparted to them so that they take an example
through the stories of the previous prophets. The use of this educational courseware can
also be utilized and will have a positive effect on teenagers or youth today because the
content is very curious and appropriate for teenagers or youth to memorize. Moreover,
this reflection will also serve for the future era so that teenagers or youth will learn and
strive to adapt to modern things from an early age.
9
LITERATURE REVIEW
2.1 Introduction
This chapter provides an overview of previous researches on Rasul Ulu Al-
‘Azmi stories for secondary school’s students. In any research investigation, literature
review is a primary component which enables the investigator to understand the earlier
research interests, research patterns and the magnitude of the research output in a field
of knowledge. As far as the field of Rasul Ulu Al-‘Azmi stories for secondary school’s
students is concerned, the literature on the subject is constantly growing. A number of
articles, books and PDF of Rasul Ulu Al-‘Azmi stories for secondary school’s students
have been published. Previous studies shown that there are many works have been
conducted in the field the main content in the Qur’an including the stories of the Rasul
Ulu Al-‘Azmi stories in Al-Quran. Topics of studies conducted covered on the topics
such as stories of the Rasul Ulu Al-‘Azmi stories and educational courseware for pre-
school’s students.
2.2 Rasul Ulu Al-‘Azmi Stories
In 2012, Abduh Amrie mentioned in his article entitled Meneladani Kesabaran
dan Ketabahan Rasul Ulul‘Azmi dalam Berdakwah: Studi Kisah-Kisah dalam Al-
Qur’an about they were all prophets and messengers who faced the strong challenges
and opposition from their people, but thanks to their courage and patience they remained
strong and continued to fight for the sake of upholding the Tauhid on this earth (Amrie,
2012). The research was being conducted using a qualitative analysis involving library
research. The scope of the research is focusing on defining the terms of Rasul Ulu Al-
10
‘Azmi. In addition, the research found that their character (Rasul Ulu Al-‘Azmi) should
be followed by every person who wants to take part in the field of dakwah and
concentrate on calling people to the religion of Allah (Amrie, 2012).
In 2011, Abdul Ghafar Don mentioned in his article entitled Dakwah kepada
Non-Muslim: Sorotan Pendekatan Rasul Ulu al-Azmi about the analysing various
approaches to Ulu Al-‘Azmi in their preaching (Abdul Ghafar Don, 2011). The article
was being conducted using qualitative analysis involving the library research. The scope
of the research is focusing on selected Quranic verses to preaching used by the prophets
called Ulu Al-‘Azmi to non-Muslims. This highlight and analysis found that the
patience and diversity of the preachers used by the Rasul Ulu Al-‘Azmi was important
and needed to be practiced by nowadays preachers even though times have changed.
In 2018, Kamarul Azmi Jasmi in his book entitled Ensiklopedia Pendidikan
Islam, mentioned that Prophets Ulu al-‘Azmi is a prophets who is patient and resilience
towards theirs peoples who always hurt them in their journey of dakwah (Jasmi, 2018).
The book was being conducted using qualitative analysis involving fieldwork research.
The limitation of the book is focusing on defining the terms of Ulu Al-’Azmi. In
addition, the book found that the term of Ulu al-‘Azmi does not named specifically on
any prophets based on surah al-Ahqaf verse 35 but in surah al-Ahzab verse 7 does
mentioned about the 5 prophet who have promised to be loyal and steadfast in their
dakwah journey.
Muhammad Tajudin in 2019 had written a thesis about Kontroversi
Kemaksuman Rasul Ûlu al-'Azmi dalam Perspektif Syi’ah dan Sunni (Studi Komparatif
Tafsir al- Thabarsi dan al-Qurthubi). The methodology adopted is in this study is a
qualitative analysis using the library research. The study is focusing on the impunity of
the prophets Ulu- ‘Azmi by comparing two tafsir each of it from the Shi’a and Sunni.
11
In this study mentioned that based on the majority of Ulama’s opinion, there are five
prophets who has been listed as Ulu Al-’Azmi (Tajuddin, 2019). Findings of the study
indicated that each of the tafsir have both similarity and differences as each of it have
the mazhab influence and their method of interpretation.
In 2017, Anhar Anshory mentioned in his research entitled Dakwah Rasul Ūlū
Al-‘Azmi Menurut Hamka Dalam Tafsir Al-Azhar about metode dakwah Rasul Ulul
‘Azmi dari perspektif Tafsir al-Azhar by Hamka. This study uses qualitative methods
by making Tafsir al-Azhar as the primary source and other sources related to it as the
secondary source. This research is library based on a phenomenological, thematic and
historical approach. The scope of the research is focusing about method of dakwah
Rasul Ulul ‘Azmi dari perspektif Tafsir Al-Azhar karya Hamka (Anshory, 2017). Next,
this study is to find out the background of the study of the concept, profile of preaching
and the methods of the Prophet Ũlũl 'Azmi Rasul Ũlũl' Azmi according to Hamka in
Tafsir Al-Azhar. In addition, the research found that there are 24 methods used by the
Apostle 'Azmi in their efforts to preach in the way of Allah.
In 2016, Hamam Winandi, Bambang Ma’arif, and Ida Afidah explained their
research in a journal article entitled Nilai-Nilai Dakwah Ulul ‘Azmi dalam Al-Quran
(Studi Deskriptif Ayat-Ayat Al-Quran Tentang Dakwah Nabi Ibrahim AS dan Nabi
Muhammad SAW serta Relevansinya di zaman sekarang). This article highlighted about
is a descriptive of the Qur'anic verses that tell the stories about 2 Prophet of the Prophet
Ulul azmi, about the value of their preaching. The article was being conducted using
qualitative approach through using the method of approach thematic Interpretation
(mauduʻiy) in the second form, which is to assemble several verses from various
chapters that discuss the same theme. Next, using data reduction methods, data display
and drawing conclusions from the data obtained. The article is aims to find out the
12
values of the preacher of the Ulu Al-‘Azmi, the Prophet Ibrahim AS and the Prophet
Muhammad in the Quran by using the descriptive method of the Ulu Al-‘Azmi verses
historically to be a valuable lesson for Muslims. The research found that the story of
these 2 Ulu Al-‘Azmi apostles holds the same meaning is to suppress ignorance and
uphold the truth and uphold the word of Tauhid, declaring Allah Almighty.
In 2016, Eni Zulaiha mentioned in her journal article entitled Fenomena Nabi
dan Kenabian dalam Perspektif Al-Quran. This is about study of prophecy through the
perspective of the Quran. The article was being conducted using a qualitative approach,
using a descriptive method of analysis. This segment of the writing is religious scholars
with a Qur'anic perspective and hadith. The scope of the research is studying the
differences between the prophets and apostles and study the prophecies in the study of
Quranic interpretations and Hadiths. The research found that the Qur'anic verses can
give thought to distinguishing the prophet of the Messenger of Allah, and these false
prophets often appear.
In 2019, Siti Zaenab has discussed in her research entitled Family’s Messengers
Stories of Ulu Al-‘Azmi in the Quran (A Thematic Interpretation). This research is
about a descriptive of the Qur'anic verses that tell the stories about family’s Messengers
Stories of Ulu Al-‘Azmi in the Quran with the thematic interpretation. The research was
being conducted using qualitative approach (library research). The first step is to collect
the necessary data from the Quran and other relevant literature. This method of research
is a thematic method or in the study of Interpretation called mauḍūḍī method. The
Mauḍūī method is a method by which the mufassīr seeks to collect Quranic verses from
several surahs and relate them to specific issues or topics. And then the mufassīr worked
and analyzed the contents of these verses together into one unit. The research is aims to
detect verses concerned about it and reveal family’s messengers’ stories of Ulu Al-
13
‘Azmi that contained in a detail manner of the Quran (Siti Zaenab, 2019). The research
found that family’s messengers of Ulu Al-‘Azmi were not all obedient people, some
were pious, and some were disbelieved.
In 2020, Yoga Riyandi counducted a study entitled Membangun Peradaban:
(Studi Kisah-Kisah Ulul Azmi dalam Al Qurán) and it discussed about the form of
concept that Ulul Azmi poured in building civilization and the results of its application
from the concept. This research uses several methods, both data collection methods such
as primary data and secondary data, as well as methods in data analysis that is the
thematic interpretation method (maudhu'i), that is, researchers use in this research is the
thematic interpretation method by raising one theme that is building a civilization taken
from the verses related to the stories of the prophets Ulul Azmi then taken their
methodology in applying a civilization (Riyandi, 2020).
In 2019, Nur Aziz Afandi conducted a study entitled Perwujudan Sabar Para
Nabi. This research is done on the stories of the patience of the prophets taken from the
Qur'an. Researchers analyze the story of the patience of 4 prophets, namely the prophet
Moses as., The Prophet Zakariya as., The Prophet Yusuf as., And the prophet
Muhammad SAW. This study is a literature review that focuses on the study of the
stories of the prophets when faced with problems. The story of the prophets is taken
from several references, among them is the Qur'an. After the stories are collected, the
coding of the theme is done according to the purpose of this study (Afandi, 2019).
14
In 2018, M. Syukri Ismail conducted a study entitled Penafsiran Ayat-Ayat
Mukjizat Ulul ‘Azmi (Studi Komparatif Tafsir The Holy Quran Dan Tafsir Al-Mishbah).
The purpose of this study is to analyze the interpretation of Maulana Muhammad Ali
and M. Quraish Shihab on the miraculous verses of Ulul ‘Azmi in The Holy Quran and
Tafsir Al-Mishbah). This research was a qualitative research type based on library
research (Ismail, 2019).
In 2003, on the second print, a book titled, Kemulian Para Nabi, wrote by
Muhammad Ali Ash-Shabuni and translated to Malay language by Saiful Mohd. Ali,
mentioned that the purpose of writing the book is to ensure the future generation know
and learn about Rasul Ulu Al-‘Azmi as well as the hikmah so that the history would not
lost swallowed by times. Besides, the writer also provide in details and every bit stories
of the 5 Rasul Ulu Al-‘Azmi with the reference from the Quran, hadith and syarah as
the writer itself was a famous Ulama’ expertise in field or Quran interpretation
(Shabuni, 2003).
In 2019, a book title, Stories of the prophets, wrote by Imam Ibnu Kathir and
translated to English language by Muhammad Mustapha Geme’ah, Al-Azhar (Geme’ah,
2019). The purpose of this book is in this book consist the story of the 25 prophets and
apostles. In addition, the writer also provides the reference from the Quran, hadith and
syarah in specifics and each bit stories of the 25 prophets.
Ismail in 2012 had written a book about Prophet hood and Prophet in Islam about
a brief background of the concept of Prophet hood in the view of three religions and
understanding of the historical account of some of the messengers and Prophets of Allah
(Ismail, 2012). The research was being conducted using a qualitative analysis involving
library research. The scope of the research is focusing the life history of the Prophets.
15
In addition, the research found that they can identify some of their challenges of the
Prophets.
Naiev Zulkarnaen Hassan conducted the study entitled Tindakan Kekerasan
Terhadap Ulul Azmi dalam Al-Quran about the violence perpetrated by his people
turned out to be very diverse, starting from insulting, inciting, hostile, while attempting
murder planned. The research was being conducted using a qualitative involving library
research. The scope of the research is focusing on the some variables that make hostility
factors between a race with Prophets as well as the classification of acts of violence
itself. In addition, the research found that psychic violence in the form of information
or issues and acts of violence individually (Zulkarnaen, 2006).
2.3 Learning Islam via Courseware for Children
Norhasyimah Hamzah (2019) conducted a study entitled Android Application
for Children to Learn Basic Solat about developing a basic android with multimedia
elements for learning how to perform a prayer that can attract childhood (Hamzah et al.,
2019). The research was being conducted using quantitative method which is collected
data from expertise (lecturers) from the Faculty of Technical and Vocational Education
and Faculty of Science, Technology, and Human Development and these respondents
were selected through targeted sampling. The limitation of the research is developed
and incorporate a prayer-learning application that has multimedia elements in order to
attract young users and assess the reliability of the application for children. In addition,
the research found that, the application is suitable for new learners to learn about
performing a solat.
16
There were several past projects that have similar characteristic with the
proposed topic. One of it is Mobile Learning Application for Children: Belajar Bersama
Dino by Nur Sauri and Nur Sohibatun in 2014. The methodology used in the project is
by using the ADDIE Model which it was divided into four phases. First, make a
quantitative analysis by using the fieldwork research such as interview, observing and
a survey on the operating system preference. Second, design and developing an
application by making the sketches and storyboard, developed it on Adobe Flash CS6
environment. Third, implement the application by installing it into mobile phone.
Fourth, testing and evaluating the application for more and better improvement. This
project was limited for the Android Operating System only. In addition, the application
was successfully developed by enabling users to use it anytime and anywhere as an
aided learning (Yahya & Salam Abdul, 2014).
A project handled by Syazwina in 2019 entitled Daily Duas for kids using
Augmented Reality also related to this research. The limitation of this project is the
application can be accessed only on the Android Operating System and the targeted user
was a children age 4-9 only. The methodology use in this project is the ADDIE Model
which it is contain five steps such as analysis which a qualitative analysis on library
research based on the related past work. Second, designing which involving the
interface designing and storyboard. Third, developing the application by creating the
marker, 3D modelling, storing markers in a database and building the AR environment
with 3D Unity. Fourth, implementing. Lastly, evaluating the application for a better
result. The results of this project are the application was successfully developed which
it eases the children to understands and memorizing the duas as the children does not
like reading books (Bistaman, 2019).
17
Mohamed Ismail in 2017 had written a journal article about Web Based E-
Learning System for Pre-School Kids. The study shows the advantages and
disadvantage for pre-schools student using the Web Based e-Learning. The Web Based
e-Learning was being welcomed by the pre-school system as it can built up and increase
the learning skills in kids and it can lift their social and emotional attributes (Ismail,
2017). The methodology used in this is study is a qualitative and quantitative analysis.
It also was divided into 4 phases. First, a fieldwork research was conducted by making
survey and interview in three pre-schools and analyze the findings. Second, make a
quick design based on the result obtained. Third, produce a prototype, evaluation and
refine the prototype to get the best system. Lastly, implementation of the web. The study
only limit to the preschools students and it only provide a solution to improve preschools
learning system. The results for this study are Web Based e-Learning is a best way to
enhance preschool learning system.
In 2014, Siti Mafthukhatun had ventured in her research entitled Upaya
Meningkatkan Pengetahuan Anak Tentang Mukjizat Ulul Azmi Melalui Cerita
Bergambar. This research is about is using the illustrated stories about the miracle of
the apostle Ulu Al-‘Azmi for Increasing Children's Knowledge. The research was being
conducted using qualitative approach using Qualitative approach and using the
“Penelitian Tindakan Kelas (Classroom Action Research)” research type. This research
is conducted in the classroom during the learning process. PTK is aimed at improving
or improving the quality of learning. The scope of the research is find out how much
the story of the picture enhances the knowledge of Ulul Azmi's Miracle at NU Sucen's
Radlatul Athfal Muslimat 2 (Maftukhatun, 2014) . The research found the use of
illustrated stories can enhance the knowledge of Ulul Azmi Miracles in NU Sucen's
18
Radlatul Athfal Muslimat 2. It can be proven that there is a change in the development
of knowledge of Ulul Azmi Miracles using illustrated stories.
Hafidh Nur Fauzi (2019) conducted a study entitled Pengembangan media
audio visual kisah ulul azmi pada Mata pelajaran al-islam untuk meningkatkan hasil
belajar about the one of the solutions for developing audio visual media to improve
learners' learning outcomes, using Borg and Gall's Research and Development model
(Nur Fauzi & Istiqomah, 2019). The research was being conducted using quantitative
method which is analyze data in the form of pre-test and post-test with comparison of
learning outcomes before and after use audio visual media. The limitation of the
research is focusing on developing audio-visual media Kisah Ulul’ Azmi to improve
learners' learning outcomes. In addition, the research found that, learning with audio
visual media Ulu Al-‘Azmi stories can enhance the learning outcomes of the
participants.
Wahyu Gusparadu (2017) conducted a study entitled Penerapan Media Komik
dalam Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran Pendidikan Agama
Islam Materi Rasul Ulul Azmi Kelas V di SD Negeri 95 Palembang about the students'
learning outcomes before applying comic media to Islamic Religious Education Ulul’
Azmi grade V in elementary school 95 Palembang (Wahyu Gusparadu, 2017). The
research was being conducted using qualitative method involving the experimental
method which is analyze data in the form of pre-test and post-test. The limitation of the
research is focusing on grade V in elementary school 95 Palembang with the learning
outcomes applying comic media. In addition, the research found that, student learning
outcomes before, during and after the application of comic media to Islamic education
Ulul’ Azmi class V.
19
In addition, Nurkhamimi Zainuddin and Muhammad Sabri Sahrir (2016)
conducted a study entitled Multimedia Courseware for Teaching Arabic Vocabulary:
Let’s Learn from the Experts. This study attempts to analyze and evaluate theories and
design principles for the design and development of multimedia program for teaching
and learning Arabic vocabulary among non-native speakers. The study proposes the
implementation theories of social constructivism by Vygotsky (1978), second language
acquisition by Krashen (1984), multimedia learning by Mayer (2001) and ADDIE
instructional model by Dick and Carey (1990). This study utilizes the qualitative data
collection and analysis within the design and development research methodology. The
data was collected by using interviews during semester 1 2012/2013 session with
various subjects’ matter experts in teaching Arabic as a second language, syllabus
design, computer assisted language learning and instructional design (ID) (Zainuddin
& Sahrir, 2016).
Next, Mohamed Akhiruddin Ibrahim (2016) conducted a study entitled Quranic
Verses on The Integration of Naqli and Aqli Knowledge. This courseware is developed
to facilitate users especially among students to fully understand about sciences
knowledge in Quran and will expose the miracle of the Quran with interactive ways.
The targets of this courseware are for all ages that teach about sciences knowledge in
the Quran especially students who are learning about this knowledge. The aim of this
study would like to demonstrate the importance of science and technology to promote
Islamic civilization. This study is an inductive approach as the researcher begins by
collecting data that are relevant accordingly. Then, the data will be analysed and
examined with its own context rather that from a pre-determined theoretical basis
(Mohamed Akhiruddin Ibrahim, 2016).
20
Hasnatul Balqies, Hashim Aryati, Bakri Nor and Hawaniah Zakaria (2016)
conducted a study called Designing A Pre-school Courseware to Learn Basic Al-Quran
Using ‘Jom Ngaji’ Method. This study introduced basic Al-Quran to children at an early
age. The purpose of this paper is to identifying the component of courseware for
children to learn basic Al-Quran and designing the courseware. The design
methodology used in study applied the Persuasive System Design (PSD) steps in order
to research and to check the activities are going in the right direction (Hasnatul Balqies
Hashim, 2016).
After that, Wan Malini Wan Isa (2010) conducted a study entitled Development
and Innovation of Multimedia Courseware for Teaching and Learning of KAFA
Subjects Courseware is one of the approaches that can be used in teaching and learning
process so that it becomes more effective and interesting. This paper demonstrates the
process of development of multimedia courseware that can be used for teaching and
learning of KAFA subjects. Development of the courseware is to deal with some issues
that arise in teaching and learning of KAFA subjects. The courseware is developed based
on selected methodology to ensure that it fulfils the teaching and learning objectives. It
is integrated with multimedia elements such as graphics, audio and video to make it
more attractive to be used by students in their learning process (Wan Malini Wan Isa,
2010).
Nurtihah Mohamed Noor (2013) conducted a study called A Conceptual Model
of Islamic Sex Education (ISE) Courseware by Using Cognitive Theory for Parents.
The purpose of this study is to propose a conceptual model for Islamic Sex Education
(ISE) in multimedia technology learning. Shortly, the design and the development of an
ISE courseware will be based on the conceptual model. It discusses on the overall ISE
conceptual model and how it is applied in the design and development of the ISE
21
courseware prototype. Every applied element in the conceptual model particularly the
theories, models and principles are portrayed and discussed. The theories, models and
principles are used in the three major elements; interaction design, information design
and presentation design that have been proposed in the conceptual model (Nurtihah
Mohamed Noor, 2013).
In addition, Ida Aryanie Bahrudin conducted a study entitled Development of
Interactive Courseware for Learning Basic Computer System Components. This study
reports on the development an evaluation of this courseware related to the learning basic
computer system components through the use of courseware (iC-COM). The purpose
of the study was to evaluate a courseware for learning basic computer system
components. The basic components of iC-COM included an interface, graphics, sound
effects, narration and video. The most widely used methodology for developing new
training programs is called Instructional Systems Design (ISD). It is also known as
Instructional Systems Design and Development (ISDD) (Ida Aryanie Bahrudin, 2011).
In 2008, Norfadilah Kamarudin, Jillian Hamilton an Ji Yong Park mentioned in
their article entitled A conceptualization of Courseware Development Process in
Malaysian Education Context about providing opportunities to discuss the courseware
development process from the different stakeholders’ perspectives of the educational
courseware in a Malaysian context (Kamaruddin et al., 2008). The research was being
conducted using a qualitative analysis involving library research. The scope of the
research is focusing on effective learning tools in Malaysia. In addition, the research
found that although computers and technology play an important role in educational
context, there are still usability limitation in term of the interactions between human and
computers (Kamaruddin et al., 2008) .
22
In 2016, Siti Nazirah Muhammad Zainuldin mentioned in her article entitled
Design Model of Basic Al-Quran Learning Courseware Based on Persuasive System
Design for Toddlers about developed a courseware design model, MyFurqan for
toddlers to learn basic Al-Quran (Zainuldin, 2016). The research was being conducted
using a quantitative analysis involving survey method. The scope of the research is
focusing on mobile learning courseware for toddler. In addition, the research found that
the toddler who used MyFurqan courseware achieved better scores in post-test as
compared to toddler who used Al-Furqan Song courseware to learn basis Al-Quran.
A project handle by Yuliana Aristantia in 2016 entitled Pembuatan Game
Pembelajaran Nama Nabi dengan Menggunakan Metode Fuzzy Tsukamoto untuk
Menentukan Perilaku NPC about game learning about story of Prophet and the name of
Prophet. The research was being conducted using a quantitative analysis involving
survey method. The scope of the research is focusing on developing learning games
using metode Fuzzy Tsukamoto which is that method are used to get input for the player.
In addition, from the results of experiments and implementations conducted by
researchers, the Fuzzy method implemented in NPCs can be used to determine the
blocking and attacking action with short-distance (1-60) and long-distance (50-100)
parameters (Aristantia, 2016).
Nuraimi Azmi (2013) handled a project entitled Web-Based Solat Courseware for
Children for her final year project in Petronas Technology University where the
developer conducted a courseware for children to learn about solat that consists of both
practical and memorizing prayers. This project use the qualitative research method as
the developer conduct and interview with the primary school teachers where the
developer can acknowledge the insight in teaching the primary school student. Besides,
the developer using the Rapid Application Development (RAD) as its research
23
methodology as the developer indicate that the RAD is a development life cycle that
give much faster development and higher-quality results rather than the traditional life
cycle (Azmi, 2013). In addition, in RAD development life cycle, there 4 activities that
should be done correspond to the System Development Life Cycle (SDLC) which is the
requirement planning usually in planning and analysis phase in SDLC, user design in
design phase of SDLC, construction of prototype in development and testing phase if
SDLC and the cutover in implementation phase.
In 2012, Nur Nabilah has conducted a project entitled Tajweed Learning
Educational Courseware for Children for her final year project in Petronas Technology
University where the developer created an interactive courseware of Tajweed Learning
for children range five to twelve years old which more effective and efficient as the
developer indicate that learning through books, radios and classroom does not give an
effective in improving the pronunciations and understanding (Taib, 2012). This project
uses the qualitative in collecting data and making an analysis as the developer conducted
a survey to observe and collect data from the parents, teachers, and students as well as
an interview with the expertise in Tajweed course. Besides, the developer uses the
ADDIE Model as the research methodology where it consists of 5 phases which is the
Analysis phase, Design phase, Development phase, Implementation phase and
Evaluation phase that need to be conducted to succeed in developing this courseware.
Azidah and Muhammad Faizal (2013) had written a journal article entitled, the
Effectiveness of Web-Based Multimedia Applications Simulation in Teaching and
Learning. This study shows the effectiveness in using the virtual simulation as an
educational tool in Islamic studies in Malaysia. The writer mentioned in this article that
the student not supposed to learn the subject only to scores in examination but they need
to practices what they learn in Islamic studies (Ziden, 2013). This study was carried out
24
using the quasi-experimental research with 2 x 2 factorial designs where it is commonly
used in evaluating the effectiveness of any multimedia project. Besides, as the results,
the multimedia-based teaching can indeed improve student achievement and motivation
in learning and practicing.
The research is important because it highlighted the meaning of Rasul Ulu Al-
‘Azmi and their dakwah in the Qur’an, and an educational courseware for secondary
school’s students. This research has intended to focus on Rasul Ulu Al-‘Azmi that
mention in Qur’an. There is a research that develop and digitalize the basic learning for
secondary school’s students but there is no specific research based on topic which is the
stories of Rasul Ulu Al-‘Azmi courseware. This chapter has reviewed all the relevant
theoretical and practical literature used and related in the study of Rasul Ulu Al-‘Azmi
stories for secondary school’s students. This review led to the development of
conceptual framework to develop an educational courseware. The following chapter
will discuss about Research Methodology that use in this study.
25
RESEARCH METHODOLOGY
3.1 Introduction
This chapter provides an overview on the methodology of the research. Research
methodology is a crucial component that should have in every research conducted as it
acts as a systematic way to solve a problem and present the answer of a problem. In
research methodology, there are three types of research design that can be used to
conduct a research which is Qualitative research, Quantitative research and Design and
Development research. Hence, the researcher must select a research design that is
suitable for their research topic to ensure that the research conducted in a good way and
the objective of the research can be fulfilled. Finally, this chapter provides a detail
explanation of the mode of analysis used and data collection method.
3.2 Research Design
This project methodology is using the design and development research design in
the process of developing the application based on the topic of research, Rasul Ulu Al-
’Azmi stories for secondary school’s student. In order to develop this courseware, the
technology and multimedia element must be considered to make the application relevant
as it is a need for an application to be develop. As many developers know, the Design
and Development Research Design is a famous method to develop a courseware or an
application. The ADDIE model was defined as an instructional design framework used
by instructional designers in teaching and educational training and development where
each alphabet indicates a word which is Analysis, Design, Development,
Implementation and Evaluation. The word that has been indicated in the ADDIE model
26
is the steps and a phase that should be taken for a developer to develop a courseware or
an application.
3.2.1 Analysis Phase
In this phase, the developer will determine the very nature of their course by
using 5W 1H rule which is What, Why, Who, Where, When and How (Apostolopoulos,
2018). They will also identify the existing knowledge, course or application basically
make a literature review. Besides, the developer will identify needs and purpose of the
research and objectives or aim of the research. The developer also should analyze and
understand the requirement needed and start constructing the basic and logical model
of the application.
3.2.2 Design Phase
The phase after the analysis phase is the design phase where in this phase the
developer will turn the information or theory from the data that they get from the
analysis phase into an action. The purpose of this phase is to analyze and relate the topic
correspond to their reference and to design the prototype of the application. It is
important for the developer to specify the content selection, subject matters, and lesson
planning for the application. They also should identify the best and compatible
application design for their targeted user by making a comparison between the existing
applications that have similar characteristic with their topic.
3.2.3 Development Phase
The third phase in the ADDIE model is the development phase. In this phase,
the developer should create and construct all ideas of design and assemble content into
the model or a prototype. The process of building the application based on the planning
27
and brainstorming that has been made in the previous phase is the purpose of this phase
(Kurt, 2018). The developer must create and assemble content in design phase to build
the application such as making the content development and storyboard development.
Every bit part or section of the application must be combined into an order of sequence
to make the content easy to access and meet the expectation of the targeted application.
3.2.4 Implementation Phase
The implementation phase is the fourth phase contained in the ADDIE model.
This is the phase where the real learners experience the prototype first-hand and the
developer will make an installation and managing application features and learners’
activities. The purpose of this phase is to implement and conduct a testing for the
product to be release to the expected users. The developers will consistently analyze,
redesign, and enhance the product to ensure the courseware can be use by the targeted
user effectively (Kurt, 2018). Once the application testing has been conducted, the data
will be analyzed by the developer to detect any weaknesses that need to be fixed.
3.2.5 Evaluation Phase
Finally, the evaluation phase where this phase helps the developers to determine
whether their instructional implementation was effective in meeting their goals in
developing the courseware (Wilson et al., 2014). The developer should make a pre and
post-test of the application as well as making a usability survey of the application and
the results comparison of the application. The beta version of application should be
release to the targeted user and the survey participants must be the same targeted user.
The developer should track a bug or any weaknesses regarding the usability of the
application while making the result comparison.
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3.3 Data Collection
Data collection was defined as a systematic method of collecting and measuring
data gathered from different sources of information in order to provide answers to
relevant questions (Mbachu, 2018). This project was classified using the design and
development for its research design where basically by using the ADDIE model.
Therefore, the process of data collection of this research must be taken seriously based
on the phases in the ADDIE model.
3.3.1 Method of Data Collection
The process of data collection is based on the type of study being conducted.
Depending on the researcher’s research plan and design, there are several ways data can
be collected.
3.3.1.1 Document Analysis
i. The document analysis frequently occurs in the analysis phase where the
developer reviews the existing or similar courseware. This is because the
developer must set the needs or the purpose of the research and the objective of
the research.
ii. In the design phase, the developer also used the document analysis method
where they identify the suitable content for the courseware based on the topic of
research which is Rasul Ulu Al-’Azmi.
3.3.1.2 Survey: Usability Test
The developer will conduct a survey on usability test mainly on the evaluation
phase where the survey will be participated by 12 participants from the targeted users
that meets the criteria of the research which is the Islamic secondary school students.
29
The purpose of the survey that will be conducted is to evaluate the usability of the
courseware by the targeted user itself so that the developer can detect a bug or any
weaknesses regarding the courseware before the courseware officially released.
3.3.2 Sample and Respondents
Sample of data means a tool or people that is used in a research to get a data. In
this research, the sample used in the design phase is Rasul’s story book titled
“Kemuliaan Para Nabi” where the developer takes or obtain the Quran verses with its
syarah that is related to the topic, Rasul Ulu Al-’Azmi stories. For the implementation
phase, the sample or the respondent is the involvement of 4 participants in the test that
will be conducted while in the evaluation phase there will be 12 participants involve in
the survey conducted which is the secondary school’s student itself.
3.3.3 Instrument
Instrument of data collection refers to the device used to collect data, such as a
questionnaire or interviewing (Eqavet, 2018). In this research, there is the same
instrument involve in three phases which is analysis, design and implementation phase.
The instrument mentioned is the researcher which means the developer itself will
participate in conducting the activity in the three phases. For example, the developer
will test the application their self in alpha testing stage. Furthermore, in development
phase, the instrument that will be involve is the application development software such
as Adobe Animate 2020, Adobe Flash 2020, Adobe Photoshop 2020 etc. For the
evaluation phase, a questionnaire will act as the instrument that will be used in
conduction the survey on the users’ usability test.
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3.4 Data Analysis
Data analysis is the process of inspecting, rearranging, modifying
and transforming data to extract useful information from it (Chapman, 2018). As
mentioned before, that this research is using the design and development research
design where the ADDIE model is used.
3.4.1 Method of Data Analysis
The method of data analysis is very important for the developer to interpret the
data that they get into a useful information and transform it into the form that is simple
and easy to understand.
3.4.1.1 Document Analysis
i. In analysis phase where the developer reviews the existing or similar
courseware, the descriptive method of data analysis is used to. The descriptive
analysis was basically used in a qualitative research where it is used to describe
the basic features of the data in the study and providing a simple summary about
data needed for the research (Trochim, 2020).
ii. In design phase, the developer uses the thematic analysis when they identify the
suitable content for the application. The thematic analysis is a method of
analyzing qualitative data, usually applied to a set of texts, such as interview
transcripts or research paper where the research closely examines the data to
identify common themes or topics, ideas and patterns of meaning that come up
repeatedly (Caulfield, 2019). The developer sorts the existing application and
courseware based on the most similar their research topic which is Rasul Ulu
Al-’Azmi.
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3.4.1.2 Survey:
There will be a survey conducted in the evaluation phase where the developer
will construct a questionnaire for the survey’s participants. In this research, the
developer will use both the descriptive and thematic analysis method in order to analyze
the usability of the courseware. There will be a summary of the data from the survey
and the graphical analyzed data such as pie chart, graph etc.
3.4.2 Tool of Data Analysis
Tools of data analysis help researchers make sense of the data collected as it
enables the data into a report results and make interpretations (McFayden, 2014). In this
research, the first four phases only analyze the data manually without using any specific
tools. But, in the last phase, which is the evaluation phase, the developer will use the
Google Form to create a questionnaire where the analysis of data can be analyzed
automatically.
This chapter explain mainly about the research methodology that the developer
use to develop their application. It also has mentioned the components that the developer
use such as the data collection method, sample and instrument and the data analysis
method and tools. To summarize the chapter, method of data collection that the
developer use is the document analysis and survey and the method of data analysis is
descriptive and thematic analysis. In this project, the developer will implement the
research design based on the ADDIE model to develop their Quranic application with
the topic of Rasul Ulu Al-’Azmi stories for preschool student.
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DESIGN AND DEVELOPMENT
4.1 Introduction
This chapter provide an overview on the design and development of the
courseware. The developer will explain more about the analysis of the content for
the courseware. Besides, the developer will present the process of designing the
courseware which is including the content selection based on the righteous sources, the
lesson plan for the targeted user to achieve, storyboard and flowchart that has
been sketch which will act as the guide for the developer to build the actual
courseware. Furthermore, the development process of the courseware was also
recorded in this chapter including the functionality of every pages or scenes in the
courseware, the button and the navigation that will link the pages or scenes together.
4.2 Analysis Phase
The objective of this courseware is to attract school's student in learning about
Rasul Ulu Al-’Azmi in unusual way. This courseware combines elements such as texts,
graphics, animations and sound as a stimulus to attract student’s attention and interest
in learning. Next, this courseware will ease the student which the targeted users in
learning and memorizing. This courseware also makes it easier for student to remember
the story of the prophets through audio and pictures as it is act as the attractive element
in the courseware.
Mobile Learning Application for Children: belajar Bersama Dino by Nur Sauri
and Nur Sohibatun in 2014. This project was limited for the Android Operating System
only. In addition, the courseware was successfully developed by enabling users to use
it anytime and anywhere as an aided learning (Yahya & Salam Abdul, 2014). A project
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handled by Syazwina in 2019 entitled “Daily Duas for kids using Argmented Reality”.
The limitation of this project is the application can be access only on the Android
Opening System and the targeted user was secondary school student only.
Mohamed Ismail in 2017 had written a journal article about Web Based E
Learning System for Pre-School Kids. The study shows the advantages and
disadvantages for preschool student using the Web Based E-Learning. The web Based
E-Learning was being welcomed by the pre-schools system as it can built up and
increase the learning skills in students and it can lift their social and emotional
arttributes (Ismail, 2017). In 2014, Siti Mafthukhatun mentioned in her research entitled
“Upaya Meningkatkan Pengetahuan Anak Tentang Mukjizat Ulul Azmi Melalui Cerita
Bergambar”. This research is about using illustrated stories about the miracle of tah
Rasul Ulul Al-‘Azmi for Increasing Children’s Knowledge.
Hafidh Nur Fauzi (2019) conducted a study entitled “Pengembangan media
audio visual kisah ulul azmi pada Mata pelajaran Al-Islam untuk meningkatkan hasil
belajar” about the one of the solutions for developing audio visual media to improve
learners’ learning outcomes, using Borg and Gall’s Research and Development model
(Jambi, 2012). Wahyu Gusparadu (2017) conducted a study entitle “Penerapan Media
Komik dalam Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran Pendidikan
Agama Islam Materi Rasul Ulul Azmi Kelas V di SD Negeri 95 Palembang” is about
the student’s learning outcomes before applying comic media to Islamic Religious
Education Ulul Azmi grad V in elementary school 95 Palembang (Wahyu Gusparadu,
2017).
In conclusion, the analysis phase of the courseware are focusing on analysing the
needs of content before implementing this courseware to the students. The process of
developing this courseware are being taken as reference in future such as storyboard,
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sketching that briefly explained on the flow of using the courseware like the
functionality of button for each pages. This courseware also include all multimedia
elements such as video, picture, audio, text and animation in order to make more
interesting for students to learn and use it.
4.3 Design Phase
4.3.1 Content Selection - List of selected sources (books)
For content selection, we use books as a source. Based on figure 4.1 and figure 4.2,
there are two books was selected as a source for content in this courseware. This selected
book has its own strengths. We chose the book Kemuliaan Para Nabi as the main
source. Hence, the second source where the side source is a book entitled Stories of
The Prophet.
i. Kemuliaan Para Nabi (2003)
This book is entitled Kemuliaan Para Nabi (The Glory of the Prophets) which
was written by Sheikh Muhammad Ali as-Shabuni, Sheikh Muhammad Ali as-
Shabuni is a scholar and commentator who is famous for the breadth and depth
of knowledge and the nature of piety. This book was originally in Arabic.
Therefore, this book translated into English by Mr. Saiful Mohd. Ali. This book
is published by Perniagaan Jahabersa, an Islamic book publisher based in
Johor Bahru, Malaysia.
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Figure 4.1 Kemuliaan Para Nabi Book
PROPHET NUH A.S
i. Biography
His full name is Nuh ibnu Malik Matusyalkh ibnu Uhnuh (Prophet
Idris a.s). The first Rasul that Allah give Wahyu and the Messenger for
Bani Rasib. Prophet Nuh a.s has the longest age among the Prophets based
on the Quran which is 950 years old. Bani Rasib are the first society that
worshipping idols before that they were embraced the tauhid by Prophet
Adam a.s.
ii. Challenges of the Prophet
Bani Rasib was very stubborn, the more Prophet Nuh a.s preach the
more stubborn and far away they will be. Until one day, Prophet
Nuh a.s pray to destroy Bani Rasib (Nuh: 26-27). Then, Allah said that
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Bani Rasib will not believe him, and he was asked to build a ship because
will destroy Bani Rasib. While building the ship, his society still mocking
him by saying “Is a prophet should be a Carpenter?”. After Prophet
Nuh a.s and the believers finish building the ship, Allah asked him to bring
together his 80 believers, the animals by pairing, males and females and
every source of food so that they will not feel hungry for 150 days. Besides,
Prophet Nuh a.s have 4 sons, but one of his sons named Kan’an refused to
follow his father by saying that he will save himself by climbing the
mountains. (Hud: 42-43) After that, Allah make a flood as same as the height
of the mountains and hurricanes in the Earth and vanish all of
Bani Rasib. After the floods and hurricane, the earth absorbs all the water by
the order from Allah. Then, the ship landed at the mountain called ‘Judi’, the
biggest mountain in United States between the Mesopotamia or some also
said it is located at south-east Turkey, close to the Iraqi and Syrian borders.
iii. The death of the Prophet
Prophet Nuh a.s died after 950 years living with his believers before and after
the floods. Prophet Nuh a.s died at the age of 1780 years old and some said his
grave is in a sacred mosque in Mecca, while others said he was buried
in Baalabak, a city in Iraq.
PROPHET IBRAHIM A.S
i. Biography
His full name is Ibrahim ibn Azzar ibn Tahur ibn Sarush ibn Ra'uf ibn Falish
ibn Tabir ibn Shaleh ibn Arfakhsad ibn Sham ibn Nuh. As a noble person, the
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challenge of Prophet Ibrahim as was quite heavy. Unfortunately, the father of
Prophet Ibrahim a.s was an idol maker who also believed that the statues were
human intermediaries to the Creator. In addition, Ibrahim had a king named
King Namrud who proudly claimed that he was the God of the Universe.
Prophet Ibrahim a.s knew that idols were not God, then Prophet
Ibrahim a.s came in and destroyed all the idols in the province of Namrud. All
the statues were destroyed, even though he knew it was made by his own father.
Prophet Ibrahim a.s left only one idol that he did not destroy. That is the greatest
idol. Then he placed the axe used to destroy the other statues in the lap of the
only idol he had not destroyed. After a few days King Namrud found out all his
idols were broken and angry. "Who did all this behind me?!" he shouted at his
followers. One of his followers who happened not to go with Namrud said
Prophet Ibrahim a.s who did all that. Prophet Ibrahim a.s was called to face
King Namrud. The King said angrily: "O Abraham, are you not the one who
destroyed these idols?" "Not!" Prophet Ibrahim a.s answered shortly. Hearing
that answer, King Namrud became even angrier and said: "Then who else but
you, were you not here when we left, and did you not hate these idols?" "Yes,
but it was not me who destroyed the idols. I thought, it was the big idols that
destroyed them, isn't his axe still around his neck?" Prophet Ibrahim a.s replied
calmly. King Namrud objected to him: "How can an idol be able to do that!".
Hearing this, Prophet Ibrahim a.s said firmly: "Then why do you worship idols
that can do nothing?" Hearing Prophet Ibrahim, a.s's statement, his followers
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became aware and thought of those Gods who had been worshiped could not
see, hear, and move.
However, King Namrud was getting angry. Because of King King Namrud’s
anger and resentment, he finally ordered his soldier to punish Prophet Ibrahim
a.s severely. Prophet Ibrahim a.s was sentenced to death by burning alive. The
fire was lit enormously with wood as fuel, while the Prophet Ibrahim a.s was
tied up and placed in the middle of a pile of wood. But God is more powerful in
all things. God did not want Prophet Ibrahim to die and be defeated by
King Namrud. However, they were so surprised after the terrible fire was
extinguished. The Prophet suddenly walked out of the burning rubble safely
without the slightest injury. Since then, the followers of Namrud turned and
became the people of Prophet Ibrahim a.s to continue straight to the path of
Allah SWT.
Prophet Ibrahim a.s has lived for 175 years. He was buried in the village of Al-
Mukafilah and his wife (Sarah) was buried at the place before. The place is now
called Al-Halil, the name of the place was previously called Arba 'area.
PROPHET MUSA A.S
i. Biography
His full name is Musa bin Imran bin Qohath bin Lewi bin Yaakob bin Ishaq bin
Ibrahim. Egypt was ruled by a king named Firaun (Pharaoh). He was a king
who arbitrarily oppressed his people. One day Pharaoh dreamed that there was
a fire coming from Jerusalem that burned Egypt except the houses of the
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Children of Israel. Feeling something awkward from his
dream, Pharaoh gathered fortune tellers to ask the meaning of the dream. Indeed,
it is a sign of the birth of the Prophet Musa a.s.
After Prophet Musa a.s was sent by Allah s.w.t to be the Prophet, the people of
Egypt became increasingly fanatical with their
ruler, Pharaoh. Arbitrarily, Pharaoh managed to pressure the people to disobey
the teachings brought by the Prophet Musa a.s. For many years
Prophet Musa, a.s and his followers were patient with Pharaoh and his army
who arbitrarily continued to oppress. Not only that, more and more Pharaoh was
are also increasingly opposed and hostile to the truth. At the top of
the Pharaoh with all his arrogance confessed that he was God. Therefore, the
Prophet Musa a.s always prayed to God as follows. Prophet Musa a.s prayed:
"Our Lord! Thou hast indeed bestowed on Pharaoh and his chief’s grandeur and
wealth in the life of the present, and so, Our Lord, they mislead (men) from Thy
Path. Deface our Lord, the features of their wealth, and send toughness to their
hearts, so they will not believe until they see the serious penalty." (Yunus: 88).
Until finally with the permission of Allah SWT Prophet Musa a.s and his
followers decided to leave Egypt and go to Syria. Hearing this news, Pharaoh’s
anger escalated. Until he prepared his army to chase Prophet Musa a.s and his
followers. Pharaoh’s army continued to chase him and his followers. Some of
Prophet Musa a.s’s followers complained that Pharaoh’s army almost followed
them. The reason is in front of them the road is covered by the ocean. Then the
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Prophet Musa a.s said: "No! Do not think (of this)! Indeed, my Lord is with me
(with His protection and help), He will guide me." (Asy-Syu’araa: 62).
At that time, the situation was critical and cramped experienced by the Prophet
Musa a.s and his followers. But with all the power of faith he owned, the
Prophet Musa a.s tried to calm his followers. After that, the revelation of Allah
SWT came to Prophet Musa a.s. Then We revealed to Prophet: "Strike the sea
with your staff." Then the sea will be divided (into parts), and every water will
be raised up like a magnificent mountain. (Asy-Syu’araa: 63). After the sea
parted, Prophet Musa a.s and his followers hurried across the road.
Then Pharaoh and his army tried to cross the road, but the sea returned to its
original state, and Pharaoh and his followers sank. As Allah SWT says in one
of the surahs, which means: "And We saved Musa and those with him. And We
drowned the others. Indeed, in that is a great sign (miracle) and yet most of them
do not believe. "(Asy-Syu’araa: 65-67)
Prophet Musa a.s died when he was 120 years old, it was narrated by Imam
Bukhari in the story of his death that when the angel of death came to him,
Prophet Musa a.s shed tears.
PROPHET ISA A.S
i. Biography
His full name is Isa Al- Masih Ibnu Maryam. His mother, Maryam was pregnant
by Prophet Isa a.s at age of 13 years old, send Allah by the presences of Jibril.
Prophets Isa a.s was born under a dried date’s tree. Then, Maryam brought
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Prophet Isa a.s to her family in Baitul Maqdis but all of them insult her by saying
"How can a good, behaved girl giving birth from a zina?”. But soon after that,
Prophet Isa a.s talked to them to defend his mother while he still in the cradle.
Prophet Isa a.s begin his prophecy on the age of 30 years old. His society was
called Bani Israel. He begins to preach his society with bravery. Bani Israel has
agreed to catch Prophet Isa a.s and kill him by crossing him (salib). Prophet
Isa a.s ran and hid with his believers called Hawariyyun to Jerusalem. But one
of his believers, betray him by being a spy and tell Bani Israel where they are
going. Then, Prophet Isa a.s told his believer that it is the time that he will go to
meet Allah and there will be a prophet that will come after him called Ahmad.
One night, Bani Yahudi thought that they catch Prophet Isa a.s but it is Yahudza
Al-Ashuryuthi, the spy by the power of Allah. Instead of Prophet Isa a.s
Yahudza Al-Ashuryuthi being cross (salib) and Prophet Isa a.s was brought by
Allah to the sky and will be becoming back in future to continue his dakwah.
Prophet Isa a.s does not die yet. Instead, Allah save him from being kill by bring
Prophet Isa a.s to the sky. But, one day in future, he will return to continue his
journey of propagation and that is why he was call al- Masih Isa a.s.
PROPHET MUHAMMAD S.A.W
i. Biography
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Prophet Muhammad s.a.w was being birth on Monday, 12 Rabiul Awal, (Year
of the Elephant) 570 Masihi in Mecca. His father’s name is Abdullah bin Abdul
Muttalib and his mother’s name is Aminah binti Wahab bin Awi Zahra ibnu
Murah. Besides, the lineage of Prophets Muhammad s.a.w is Muhammad ibn
Abdullah, ibn Abdul Muttalib, ibn Hashim, ibn Abdul Manaf, ibn Qushayi, ibn
Kilab, ibn Murah, ibn Kaab, Ibn Luayi, ibn Ghalib, ibn Fahir, ibn Nadhir, ibn
Nazar, ibn Adnan until the last to Ismail ibn Ibrahim a.s. Prophet
Muhammad a.s breastfeeding mother’s name is Suwaibah Al Aslamiah, Ummu
Aiman, Khaulah binti Mundir, and the person who breastfed the prophet the
most was Halimah As Sa’diah.
Among the challenges faced by the Prophet Muhammad s.a.w which is the
Prophet Muhammad s.a.w and the people of Bani Hashim and Bani Muttalib
have been boycotted by the Quraysh. They boycotted the people of Bani Hashim
and Bani Muttalib by severing marriage, buying and selling, visiting pilgrimage
because they follow preaching bought by Prophet. Second challenges that faced
by Prophet Muhammad s.a.w which is the Prophet experienced Years of
Sadness. The death of his uncle (Abu Talib 87 years old) and the death of his
wife (Siti Khadijah) making that year the saddest year for him. Other than that,
the Quraysh dared to hurt the Prophet, expel the Prophet, insult the Prophet, and
chase him with stones. It also can be seen in the incident of Saidina Ali replacing
his bed when the Musrikin people surrounded their house to
arrest Prophet Muhammad s.a.w.
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Prophet Muhammad s.a.w intends to perform Hajj Wadak (final pilgrimage) in
Mecca. Rasullullah s.w left Medina to Mecca on the 23rd of the 10th year of the
Hijrah. Before completing the Hajj, the Prophet Muhammad s.a.w delivered a
speech on the hill of ‘Arafah and the Prophet returned to Medina. After 3
months, the Prophet suffered from fever and worsened so that he could not lead
the Muslims. Then he ordered Abu Bakar to replace his place. Coincides with
the 12 Rabiul Awal of the year 11 AH (June 8, 632 AD) Prophet
Muhammad s.a.w returned to Allah at the age of 63 years.
i. Stories of the prophets

This book is entitled Stories of the prophets which was written by Al-imam Ibnu
Kathir, Al- imam Ibn Kathir in pursuing a lot of knowledge to become a great
scholar. Persistence in learning, yielded extraordinary results. Ibn Kathir
became known as an expert in the sciences of the Qur'an, commentators, figures
of Hadith, historians, and expert in fiqh. Therefore, this book translated into
English by Muhammad Mustapha Geme’ah, Al-Azhar. This book is published
by Darussalam, an Islamic book publisher based in Saudi Arabia.
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Figure 4.2 Stories of the Prophets
1. Nabi Nuh a.s
i. The Number of Believers
Noah's wife was not a believer with him so she did not join him; neither did one
of Noah's sons, who was secretly a disbeliever but had pretended faith in front
of Noah. Likewise, most of the people were disbelievers and did not go on board.
The scholars hold different opinions on the number of those who were with
Noah on the ship. Ibn Abbas stated that there were 80 believers while Ka ab al
Ahbar held that there were 72 believers. Others claimed that there were 10
believers with Noah.
2. Nabi Ibrahim a.s
i. The Faith of the Believers
Allah declared: "Those (believers) unto whom the people (hypocrites) said:
"Verily! the people (pagans) have gathered against you (a great army), therefore,
fear them." but it only increased them in Faith, and they said: Allah Alone is
45
Sufficient for us, and He is the Best Disposer of affairs for us." So they returned
with Grace and Bounty from Allah. No harm touched them; and they followed
the good Pleasure of Allah. Allah is the Owner of Great bounty. It is only Satan
that suggests to you the fear of his Auliya (supporters and friends, polytheists,
disbelievers in the Oneness of Allah and in His Messenger Muhammad) so fear
them not but fear Me if you are true believers." (Ch 3:173-175 Quran)
The throng, the chiefs, and the priests sad watching the fire from a distance. It
was burning their faces and nearly suffocating them. It kept burning for such a
long time that the disbelievers thought it would never be extinguished. When it
did burn out, they were greatly amazed to find Abraham coming out of the pit
untouched by the fire. He walked out of the fire as if he were walking out of a
garden. Cries of astonishment were heard from the heathens. "They wanted to
harm him, but We made them the worst losers. (Ch 21:70) This miracle shamed
the tyrants, but it did not cool the flame of anger in their hearts. However, after
his event many of the people followed Abraham, although some kept their belief
a secret for fear of harm or death at the hands of the rulers.
3. Nabi Musa a.s
i. The Parting of the Red Sea
The impatient children of Israel soon became agitated and Joshua (Yusha),
Ibn Nun, exclaimed: "In front of us is this impassable barrier, the sea, and behind
us the enemy; surely death cannot be avoided!" Moses replied that he would
wait for further guidance from Allah. These words filled them with some hope,
but man is always impatient for results: they were willing to surrender
46
themselves back into slavery. At that moment Allah revealed to Moses: "Smite
the sea with your staff!" Moses did as he was commanded. A fierce wind blew,
the sun shone brightly, and in a flash the sea parted, the crests of the waves
standing like mountains on each side. Moses led his people across. This miracle
proved Moses's oft-repeated claim. "Verily! My Lord is with me!" As they
looked back, they saw Pharaoh and his army approaching, about to take the very
path which had been opened for them. In great fear and panic, they pleaded with
Moses to ask Allah to close the sea. However, Allah commanded Moses not to
smite the sea with his staff again, for Allah's decree was already in action.
4. Nabi Isa a.s
i. The Torture of Jesus
The priests had no authority to pass the death sentence at that time, so they
convinced the Roman governor that Jesus was plotting against the security of
the Roman Empire and urged him to take immediate action against him. The
governor ordered the Jesus be arrested.
ii. Jesus's Crucifixion - Quranic
But the faith of Islam came with views quite different from that of the extend
gospels with regards to both the end of Jesus and his nature. The Glorious Qur'an
affirms that Allah the Exalted did not permit the people of Israel to kill Jesus or
crucify him. What happened was that Allah saved him from his enemies and
raised him to heaven. They never killed Jesus, they killed someone else. Allah
the Almighty declared:
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"And because of their saying (in boast), "We killed Messiah Jesus, son of Mary,
the Messenger of Allah," but they killed him not, nor crucified him, but the
resemblance of Jesus was put over another man (and they killed that man) and
those who differ therein are full of doubts. They have no certain knowledge;
they follow nothing but conjecture. For surely; they killed him not (Jesus, son
of Mary): But Allah raised him (Jesus) up (with his body and soul) unto Himself
(and he is in the heavens). And Allah is Ever All Powerful, All Wise. And there
is none of the people of the Scripture (Jews & Christians), but must believe in
him (Jesus, son of Mary, as only a Messenger of Allah, and a human being0,
before his (Jesus or a Jew's or a Christian’s) death (at the time of the appearance
of the angel of death). And on the Day of Resurrection, he (Jesus) will be a
witness against them. (Ch 4:157-159 Quran)
5. Nabi Muhammad s.a.w
i. Reconciliation of the Quraish
Towards the beginning of the tenth year of the mission, reconciliation was
concluded between the Quraish and the two families of Hashim and Abdul
Muttalib through the intermediation of Hisham, Ibn Umar, and Zobeir, Ibn Abu
Umayya. Thus, the alliance against the two families was abolished, and they
were able to return to Mecca. During the period the Prophet and his kinspeople
passed in their defensive position, Islam made no progress outside; but in the
sacred months, when violence was considered sacrilege, the Prophet used to
come out of his temporary prison to preach Islam to the pilgrims.
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ii. Death of Abu Talib and Khadijah
In the following year, both Abu Talib and Khadijah died. Thus, the Prophet
lost in Abu Talib the kind guardian of his youth who had hitherto protected him
against his enemies, and in Khadijah his most encouraging companion. She was
ever his angel of hope and consolation. The Prophet, weighed down by the loss
of his amiable protector and his beloved wife, without hope of turning the
Quraish from idolatry, with a saddened heart, yet full of trust, resolved to
exercise his ministry in some of her field. He chose Taif, a town about sixty
miles east of Mecca, where he went accompanied by a faithful servant Zaid
4.3.2 The Courseware Lesson Plan
Based on table 4.1, this lesson plan is used as a guide involving purpose, instructions,
tools for the device and time frame. In addition, in order to produce encouraging
outcomes, inspiration and effective teaching methods and techniques are components.
In the table below, shows the lessons plan based on the elements of the courseware.
Table 4.1 Courseware lesson plan
No. Element of Courseware Lessons
1. Rasul Ulu Al-’Azmi biography, Knowledge
challenges and obstacles sections
2. Rasul Ulu Al-’Azmi audio, interesting Interesting
pictures in every section
3. Quiz Fun-learning
4. Rasul Ulu Al-’Azmi user interface Attractive
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1. Knowledge
This courseware provides many benefits to users, especially in providing
knowledge about the Rasul Ulu Al-‘Azmi, the biography, challenges and obstacles
encountered as well as the date of death. The knowledge of Rasul Ulu Al-‘Azmi is
rarely talked about and given exposure to the community, especially the teenagers,
namely school students. Through the study of the problems faced by these teenagers
who made us to produce a courseware about Rasul Ulu Al-‘Azmi because this
knowledge is very important for all Muslims to emulate the nature of Rasul Ulu Al-
‘Azmi. The implementation of this educational courseware is traced with 3
objectives to ensure the use of this courseware among secondary school’s students
is very effective in the future.
2. Interesting
This courseware has an attraction in terms of a combination of multimedia
elements such as audio, interesting pictures that can attract users to learn. In
addition, this courseware is different from others, and can be a learning material for
students outside of school or at home. Furthermore, this courseware is very suitable
for the current learning method that is in line with the 21st century learning that
applies technology in learning, especially in this covid-19 pandemic period. It is
because, students make technology a priority for them to communicate, surf the
internet, and exchange opinions. Hence, this method can help students especially
attract their interest to know more about Rasul Ulu Al-‘Azmi.
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3. Fun-learning
As mentioned above, where this application is different from the others, this
Courseware provides a quiz in the form of questions to see the level of students'
understanding of the Rasul Ulu Al-‘Azmi that has been learned by this courseware.
As quiz help to embed information in our brains, this provides a firm foundation for
the next stage of learning. Take maths as an example. Once something is mastered
by making use of quiz then this will help to support any future, more advanced
learning. Quiz can help to prepare the user for the next stage in their education and
help the learning process. Furthermore, quiz is like a lot of fun compared to exam
tests at school. School tests can be an anxious experience. Playing quiz at home is
much less stressful and provides a means to test ourselves. This can be particularly
useful for shy or introverted students who rarely raise their hand in class for fear of
getting the answer wrong and making a fool of themselves. Quiz is a stress-free way
to learn.
4. Attractive
This courseware has an attractive user interface and is easy to understand for all
users. In addition, this Rasul Ulu Al-Azmi’s Stories courseware also provides
documentation that is easy to understand by users which aims to facilitate the use
and provide a detailed overview of a course material. The selection of courseware
content is also provided with an easy-to-understand method that is through the point
or bullet method. For teachers who want to use this courseware as teaching
materials, the use of courseware can make it easier for teachers to obtain resources
additional in Teaching and Learning (PdP) and carry out PdP activities effectively.
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For students, courseware allows students to learn more enthusiastically as well as
save student time.
4.3.3 Courseware Flowchart and Storyboard
Figure 4.3 Courseware Flowchart
Figure 4.3 above shows the flow chart of the Rasul Ulu Al-’Azmi courseware.
The courseware will begin with main page of the courseware. Followed by the
next page which is the Rasul Ulu Al-’Azmi Stories page. This page is divided
into five Rasul Ulu Al-’Azmi. When the user clicks one of the prophets, user
will go to the page of the prophet.
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Figure 4.4 Courseware Storyboard (Main page)
Figure 4.4 above shows the storyboard of the main page of the courseware. First,
the courseware will begin with educational song and the animation icon on
the main page to attract school’s student. The theme background for this
courseware also using the symbolic of the Rasul which is Prophet Nuh a.s as
ark, Prophet Ibrahim a.s as fire, Prophet Musa a.s as sea, Prophet Isa a.s as bird
and Prophet Muhammad s.a.w as Al-Quran. User need to click ‘START’ button
to continue the learning process to Rasul Ulu Al-‘Azmi page.
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Figure 4.5 Courseware Storyboard (5 Prophet)
Figure 4.5 above shows the storyboard of the Rasul Ulu Al-‘Azmi Stories page.
There are five Rasul Ulu Al-‘Azmi which is Prophet Nuh a.s, Prophet
Ibrahim a.s, Prophet Musa a.s, Prophet Isa a.s, Prophet Muhammad s.a.w. In
this page, there are five options for which is the user can click one of the five
prophets in this page. In this page also provide a ‘BACK’ button for user to go
back to ‘Main Page’ of this courseware.
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Figure 4.6 Courseware Storyboard (Biography and Challenges)
Next, figure 4.6 above shows the storyboard of biography and challenges of the
prophet. The user will go to this page when the user clicks one of the prophets.
Each of the prophet has their own colour and theme. It will make the reader or
user easy to remember or ready the biography and the challenges of the prophet.
There is ‘NEXT’ button for user to read the next info and the ‘BACK’ button
for user to back and go to the Rasul Ulu Al-’Azmi's page. There is also fun
sound include in this page.
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Figure 4.7 Courseware Storyboard (Death)
Next, figure 4.7 above shows the storyboard of the death of the prophet. There
will begin with the info about the death of the prophet. The background colour,
image and theme also same as the biography and challenges pages. There is also
a ‘BACK’ button and ‘MAIN PAGE’ button on the top of the page. Fun song is
also including in this page. The video animation colour codes is referring to the
colour codes for each prophet.
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Figure 4.8 Courseware Storyboard (Prophet Muhammad s.a.w: The Death)
Figure 4.8 above shows the storyboard of the death Prophet Muhammad s.a.w.
this page same as the death of another prophet. The only thing added on this
page is the ‘QUIZ’ button which is when the user finish reading the biography,
challenges and the death of the prophet, they will go to quiz section to answer
the quiz and get the reward. The fun sound is also included in this page.
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Figure 4.9 Courseware Storyboard (Main page Quiz)
Next, figure 4.9 above shows the storyboard of the main page of the quiz
section. In this page, there are two button which is ‘START QUIZ’ button and
‘HOME’ button. There will be the fun sound use in this page and the
background colour used is yellow and pink colour. Users need to click ‘START
QUIZ’ to continue the quiz provided in this courseware. The fun sound
also includes in this page.
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Figure 4.10 Courseware Storyboard (Quiz)
Next, figure 4.10 above show the storyboard of the quizzes page. In this page
the developer provided 10 question to answer based on the five prophet Ulu Al-
Azmi stories. The questions have four answer choices namely B, C, D and
E. The user needs to click one of the correct answers. And proceed to the next
question. The fun sound also includes in this page.
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Figure 4.11 Courseware Storyboard (Quiz marks)
Lastly, Figure 4.11 above shows the storyboard of the quiz's marks. When the
user finish answers all the question, it will proceed to mark page which the user
will get total mark of the questions. Then, user need to click the ‘MENU’ button
to return to the main page. There is also fun sound included in this page.
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4.3.4 Development Phase
4.3.4.1 Homepage and Main page
Figure 4.12 Homepage for Rasul Ulu Al-Azmi’s Stories
Figure 4.12 shows the homepage interface of the courseware Rasul Ulu Al-
Azmi’s Stories. The courseware will begin with the background sound of the
courseware. The five icons of each prophet, picture and shape will pop up using
motion tween effect. There is also ‘START’ button on this page. The font used
on the tittle of the courseware is ‘Poetsen One’ with a size of 100 pt and the font
use in the button ‘START’ is also ‘Poetsen One’ with size of 70 pt.
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Figure 4.13 Menus for Rasul Ulu Al-Azmi’s Stories
Figure 4.13 shows the menus for Rasul Ulu Al Azmi’s Stories interface
courseware. There are two buttons include on the top of the page which is
‘BACK’ button and ‘START’ button. When user click on the ‘BACK’ button,
it will return to main page of the courseware. If the user clicks on ‘NEXT’
button, it will continue to the next page of the courseware. The font used on each
button is ‘Poetsen One’ with a size of 60 pt. There are five prophets that are
divided into Prophet Nuh a.s, Prophet Ibrahim a.s, Prophet Musa a. s, Prophet
Isa a.s, and Prophet Muhammad s.a.w. The font used in each of the prophet is
‘Poetsen One’ with a size of 55 pt.
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Figure 4.14 The Main page of each Rasul Ulu Al-Azmi’s Stories
Figure 4.14 shows the main page of each Rasul Ulu Al-Azmi’s Stories. There
are five main pages of the prophet and each of the main page has their own
background colour with different picture and theme. For example, Prophet
Nuh a.s use blue as the background colour and the ark as the picture and theme
of the prophet because in his preaching the prophet Nuh a.s was commanded to
build an ark. Then for the Prophet Ibrahim a.s use the fire picture because
Prophet Ibrahim a.s was burned by the King Namrud because he found out all
his idol was damaged by Prophet Ibrahim, Prophet Musa a.s use sea picture
because Prophet Musa had parted the sea when he was pursued by Pharaoh,
Prophet Isa a.s use bird picture because Allah raised the Prophet Isa to heaven
when he was crucified and the last one is Prophet Muhammad use Al-Quran as
a picture because Prophet Muhammad conveyed his preaching through Al-
Quran. The font used in subtheme of each prophet is ‘Poetsen One’ with a size
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of 45 pt. There are also two buttons include in this page which is ‘BACK’ button
and ‘NEXT’ button. The font use on the button is ‘Poetsen One’ with size of 60
pt. Each of the picture use in this page using motion tween effect in Adobe Flash
and Adobe Animate software.
4.3.4.2 Three Elements for Each Prophet
Figure 4.15 The three elements in each of Rasul Ulu Al-Azmi’s Stories
Figure 4.15 show the main elements covered for each of Rasul Ulu Al-Azmi’s
Stories. There are three elements that divided in each of the prophet which is
biography, challenges and the death of the prophet. The font use on this page is
‘Poetsen One’ with size of 40 pt and the motion tween also use in this text which
is it will fade in and fade out the text. There are also two buttons on the top of
the courseware which is button ‘BACK and ‘NEXT’. If the user clicks on
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‘BACK button, it will return to the previous page and when the user clicks on
‘NEXT’ button, it will go to the next page.
4.3.4.3 Quiz section
i. Homepage
Figure 4.16 Homepage Quiz about Rasul Ulu Al-Azmi’s Stories
Figure 4.16 shows the quiz section about Rasul Ulu Al-Azmi’s Stories. This
quiz section is to test the level of understanding of the student after reading all
the info related to the prophet in this courseware. It can also train students to
answer questions based on a given syllabus. The background colour use in this
section is pink and yellow. The user needs to click the ‘START’ button to
answer the question. The user also can click on ‘HOME’ button to return back to
home page. The font use in this section is ‘Poetsen One’ with size of 45 pt.
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ii. Quizzes sample
Figure 4.17 Sample quiz about Rasul Ulu Al-Azmi’s Stories
Figure 4.17 shows the quiz section about Rasul Ulu Al-Azmi’s Stories. There
are 10 questions provided in this section. The user only needs to answer this
question correctly by selecting the four multiple choices answer. The
background color use in this section is pink and yellow. The font use in this
section is ‘Poetsen One’ with size of 45 pt.
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iii. Marks
Figure 4.18 Mark’s quiz section about Rasul Ulu Al-Azmi’s Stories
Figure 4.18 shows the marks section about Rasul Ulu Al-Azmi’s Stories. After
the user has finished answering the quiz, this page will be displayed. The user
also will get the mark after answer all the question in this section. The used of
background color in this section is pink and yellow. At the bottom right in this
page, there are a ‘HOME’ button. After the result came out, then the user can
click on ‘HOME’ button to return.
This chapter explain about the design and development of the courseware that the
developer has done to build the courseware. This chapter have three parts which are the
analysis phase, design phase and development phase. To summarize the chapter, in
analysis phase, the developer analyses their research needs based on the
similar researches available especially the educational materials in media electronics
and technology such as application, augmented reality or courseware related to this
research as a learning material for the user. Second, the design phase where the
developer makes a content selection based on two selected sources and enlisted the
courseware lesson plan consisted of the courseware learning outcome based on the four
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elements which is the biography, challenges, death and quiz that has been included in
the courseware.
Furthermore, there is a flowchart and storyboard in the design phase where the
developer explains the planned functionality of the courseware. Lastly, the
development phase where the developer presents the courseware that has been
created includes all the elements that have been mentioned, namely biography,
challenge, death and quiz.
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COURSEWARE ASSESSMENT
5.1 Introduction
This chapter provides an overview on the implementation and evaluation phase.
Besides, the developer will explain more about the process of implementation and
evaluation phase which is including the activities of implementation, activities of
evaluation and how the user will evaluate the courseware. n this phase, for the
implementation, the assessor is among developers and supervisor and for
evaluation will be tested by the target user. Furthermore, all the bugs found in the
courseware will be corrected and re-tested in this phase.
5.2 Implementation
Implementation refers to the development and design of educational courseware
that has been provided and will be implemented according to students' needs in the
context of the ADDIE model. This stage is used to testing and implement educational
courseware by courseware developers. All the key elements that have been designed in
the previous phase need to be worked into the courseware with the help of authoring
tools.
5.2.1 Activities of Implementation
In this context, a course framework is included in the implementation of this
module, which is designed and expected to be successful in effective learning. The aim
is to provide efficient and effective delivery. This level should facilitate the
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understanding of students among students of the Rasul Ulu Al-'Azmi Stories through
the material given, supporting students to master the Rasul Ulu Al-'Azmi Stories.
The implementation process of this module is designed to enhance the materials
given by the module after assessment, testing and implementation. The following
elements need to be checked at this point, namely:
i. Evaluate the courseware according to the prescribed aspects
ii. Testing courseware stability
iii. Modification and overhaul of courseware to repair and upgrade more
educational courseware quality.
5.2.2 Assessment for the implementation
Implementation Issues
i. Navigation button error and not clickable
After making the implementation, there are some navigation buttons
does not work and the button cannot be clicked. When identified, it is
the result of incorrect coding. Thus, developers make improvements in
coding corrections for the navigation and function of the button.
ii. Quiz section
After making the implementation, the quiz section looks a bit blank
without audio to indicate the answer chosen is the correct answer or vice
versa. Next, can be seen in the quiz scoring section at the end, only marks
are displayed. It is also seen to be quite empty due to the lack of
interesting images or text there.
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Thus, to overcome this issue, developers act to add audio to all quiz
answer options to further enhance the interactivity of this courseware.
Furthermore, at the end of the quiz, the score display is also added words
of encouragement as an achievement to the users who have finished
answering the quiz.
iii. Overlapping audio
After making implementation, there are two audio overlapping situations
that occur in several sections. The first situation, when the user clicks on
the next button before the audio runs out, then the next audio will sound
as well. Here is the problem of audio overlapping. So, the way to
overcome the issue of this first situation is, developers add a warning in
the interface as a warning to the user. The second situation, audio
overlapping occurs in the same page. Thus, the solution created by the
developers is to add java script stop (); to resolve this issue.
5.3 Evaluation
Evaluation is a process that critically examines a program. It involves collecting and
analyzing information about a program’s activities, characteristics, and outcomes. Its
purpose is to make judgments about a program, to improve its effectiveness, and/or to
inform programming decisions (Zint, 2004).
5.3.1 Activities of evaluation
In this evaluation phase, several assessments have been done including, the courseware
that has been produced will be distributed to the secondary school’s students at random
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school to try this educational courseware. Next, they will be distributed a google form
to assess whether the educational courseware runs smoothly while they are using it,
whether there are errors in the courseware, when they use it do they understand and
easily use the navigation buttons provided and do they understand with each instruction
given (Hamzah, 2020). In addition, this course courseware is also provided to group
members to evaluate.
a) Google form
Google form was designed to evaluate after the process of develop the
educational courseware. This google form is divided into 4 section which is
demographic detail, courseware content, courseware interface, courseware
functionality and the author also add comment and feedback section. A rating
scale of 1 (strongly disagree) to 5 (strongly agree) on each of the criterion was
followed. The ratings were informal estimates, to the best of the knowledge of
the user; no precise yardsticks exist to place a courseware along these criteria
(Verecio, 2014).
b) Respondents
The respondents who evaluate this educational courseware included all
secondary school's students which is 12 students from different secondary
school.
5.3.2 Users evaluation
This section of the report presents the feedback of the secondary students who
responded to the survey. The purpose of user evaluation is to collect the
72
feedback from the students (Ching, April 2013). The author uses questionnaire
to collect the survey. Results in this section are presented in the same order as
data was gathered on the survey:
i. Demographic Details
ii. Courseware Usability
iii. Courseware Content
iv. Courseware Interface
v. Courseware Functionality
Figure 5.1 Total number of respondents
This questionnaire was built in the form of google form in order to evaluate the
Rasul Ulu Al-‘Azmi Stories for Secondary School’s Students: An Educational
Courseware. There are 12 respondents who responded to the questions in order to
evaluate this educational courseware. This questionnaire includes 4 sections question,
which is demography details section, courseware usability, courseware content and
courseware interface.
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i. Demographic Details
Gender
42% Female
58% Male
Figure 5.2 Respondent Gender
According to this Figure 5.2, the respondents of this survey showed that 58.3 percent
are female respondents and 41.7 are male respondents. Clearly hear, the respondents of
this survey are mostly female.
Age
13
17%
0% 14
41%
17% 15
16
25% 17
Figure 5.3 Respondent Age.
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From the Figure 5.3, there are 5 students (41%) are 17 years old, 3 students (25%) are
16 years old, 2 students (17%) are 15 years old and 2 students (17%) are 13 years old
among 12 students.
School Name
5
0
Respondent's School Name
Sekolah Agama Menengah Tinggi Tengku Ampuan Rahimah
Sekolah Menengah Kebangsaan Sultan Ahmad
Sekolah Menengah Kebangsaan Agama Yan
Sekolah Menengah Kebangsaan Bukit Changgang
SAM Rawang
Figure 5.4 Respondent School Name.
Based on the figure 5.4, all respondents of this survey are high school students. The
purpose of this question is to ensure that the respondents are high school students. This
is because, the target user of this educational courseware is for high school students.
List of respondent’s school name:
• 2 of 12 respondents are from Sekolah Agama Menengah Tinggi Tengku
Ampuan Rahimah
• 2 of 12 respondents are from Sekolah Menengah Kebangsaan Sultan Ahmad
• 1 of 12 respondents is from Sekolah Menengah Kebangsaan Agama Yan
• 1 of 12 respondents is from Sekolah Menengah Kebangsaan Bukit Changgang
• 1 of 12 respondents is from SAM Rawang
• 1 of 12 respondents is from SMK(A) Durian Guling
• 1 of 12 respondents is from Sekolah Menengah Kebangsaan Aman Jaya
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• 1 of 12 respondents is from Maahad Muhammadi Gua Musang
• 1 of 12 respondents is from Sek Men Agama Dato’ Haji Mustafa
• 1 of 12 respondents is from Maahad yaakubiah
ii. Courseware Usability
I THINK I LIKE THIS COURSEWARE

1 2 3 4 5
50%
50%
0
LIKING RATE COURSEWARE USABILITY
Figure 5.5 liking rate courseware usability
From the figure 5.5, out of 12 respondents, there are 6 respondents (50%) rate 5 as
strongly agree, while another 6 respondents (50%) rate 5 as agree for this figure. The
author needs to know percentage of respondents' liking this courseware.
THIS COURSEWARE IS EASY TO

USE
1 2 3 4 5
67%
33%
0
COURSEWARE EASY TO USE RATE
Figure 5.6 Courseware easy to use rate
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Figure 5.6 shows the rating of the easy used of the courseware. There are 8 respondents
(67%) rate 5 as strongly agree, 4 respondents (33%) are rate 4 as agree. Clearly here,
this courseware is easy to use, If the courseware is not user friendly, the students are
not able to play and learning the courseware.
T HI S CO URSE WA RE I S USE FUL FO R ST UDE NT

1 2 3 4 5
83%
17%
0
COURSEWARE USEFUL RATE
Figure 5.7 Courseware useful rate
Figure 5.7 shows the rating of the useful of the courseware. There are 10 respondents
(83%) rate 5 as strongly agree, 2 respondents (17%) are rate 4 as agree. Clearly here,
this courseware is very useful among the students. The purpose of author designing this
question is to know whether the courseware is useful for student’s learning.
THIS COURSEWARE IS COMFORTABLE TO USE

1 2 3 4 5
67%
33%
0
COMFORTABLE USE RATE
77
Figure 5.8 Comfortable use rate
From the figure 5.8, out of 12 respondents, there are 8 respondents (67%) rate 5 as
strongly agree, while another 4 respondents (33%) rate 5 as agree for this figure. The
author needs to know whether this courseware is comfortable to use by the secondary
school students.
I UNDERSTAND THE CONTENT CLEARLY

1 2 3 4 5
75%
25%
0
CONTENT CLARITY RATE
Figure 5.9 Content clarity rate
Based on the Figure 5.9, there are 9 respondents (75%) rate 5 as strongly agree of the
understanding of the content of the courseware clearly, 3 respondents (25%) are rate 4
as agree among 12 respondents. The purpose of author designing this question is to
know whether the students can understand the content of the courseware clearly. If the
students are not understanding which mean there is meaningless of the courseware.
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iii. Courseware content
I THINK THE CONTENT IS VERY GOOD AND USEFUL
1 2 3 4 5
83%
17%
0
0
CONTENT USEFUL RATE
Figure 5.10 Content useful rate
Based on the Figure 5.10, there are 10 respondents (83%) rate 5 as strongly agree of
the useful of the content, 2 respondents (17%) are rate 4 as agree among 12 respondents.
The author needs to know percentage rate of respondents about the content used in the
courseware.
I THINK THE INFORMATION IS COMPLEX AND

PRECISE
1 2 3 4 5
83%
33%
0
COURSEWARE INFORMATION RATE
Figure 5.11 Courseware information rate
Figure 5.11 shows the rating of the information used in the courseware. There are 8
respondents (83%) rate 5 as strongly agree, 4 respondents (33%) are rate 4 as agree.
Clearly here, this information used in this courseware is precise for the students in
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learning. The excellent content and information used in the courseware making this
courseware can be used as a learning module in school.
COURSEWARE OBJECTIVE IS TOTALLY CLEAR AND

UNDERSTANDABLE
1 2 3 4 5
75%
25%
0
0
UNDERSTANDABLE RATE COURSEWARE OBJECTIVE
Figure 5.12 Understandable rate courseware objective
Based on the Figure 5.12, there are 9 respondents (75%) rate 5 as strongly agree of the
courseware objective, 3 respondents(25%) are rate 4 as agree among 12 respondents.
The purpose of author designing this question is to know whether the students can
understand the content of the courseware objective clearly.
THE COURSEWARE CONTENT WAS ORGANIZED AND

WELL PLANNED
1 2 3 4 5
75%
25%
0
ORGANIZATION RATE COURSEWARE CONTENT
Figure 5.13 Organization rate courseware content
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From the Figure 5.13 shows that there are more respondents which is 9 respondents
(75%) rate 5 as strongly agree which mean the courseware content is organized and well
planned while only 3 respondent (25%) rate 4 as agree. This is clearly, the courseware
content is well planned for the learning process. The author wants to know that the
courseware developed whether can benefit to the kids in their learning process.
I THINK THE QUIZZES IS USEFUL AND PARALLEL

WITH THE INFORMATION PROVIDED
1 2 3 4 5
83%
17%
0
USABILITY QUIZ INFORMATION
Figure 5.14 Usability quiz information
Result figure 5.14 above shows that there are 10 respondent (83%) rate 5 as strongly
agree to the quizzes in the courseware, 2 respondents (17%) rate that good for the
quizzes. The author has to know the effectiveness of the quizzes for the students.
iv. Courseware Interface
I THINK I LIKE THE COURSEWARE INTERFACES
1 2 3 4 5
83%
17%
0
0
LIKING RATE COURSEWARE INTERFACE.
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Figure 5.15 Liking rate courseware interface.
Based on Figure 5.15, there are 10 respondent (83%) rate 5 which is strongly agree that
they like the courseware interface and 2 respondents (17%) rate 4 which is agree among
12 respondents. The purpose of author designing this question is to know whether the
target user like the courseware interface used in the courseware. If the user did not like
the interface which mean the user not interest with the courseware.
THE COUSEWARE INTERFACE WAS SO GOOD AND

EASY TO UNDERSTAND
1 2 3 4 5
67%
33%
0
0
EASY OF USE COURSEWARE INTERFACES
Figure 5.16 Easy of use courseware interfaces
Figure 5.16 shows there are 8 respondent (67%) rate 5 which is strongly agree that the
courseware interface was so good and easy to understand and 4 respondents’(33%) rate
4 which is agree among 12 respondents. The purpose of author designing this question
is to know whether the target user understand the courseware by looking at the
courseware interface. If the user did not understand the interface use in the courseware
which mean there is meaningless of the courseware.
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THE COUSEWARE INTERFACE CAN ATTRACT
STUDENT TO LEARN
1 2 3 4 5
83%
17%
0
0
0
COURSEWARE INTERFACE ATTRACTION RATE
Figure 5.17 Courseware interface attraction rate
the courseware interface can attract student to learn and 2 respondents’ (17%) rate 4
which is agree among 12 respondents. The purpose of author designing this question is
to know whether the courseware interface can attract or help student in learning.
THE COUSEWARE INTERFACE WAS WELL

ORGANIZED AND READABLE
1 2 3 4 5
75%
25%
0
ORGANIZATION RATE COURSEWARE INTERFACE
Figure 5.18 Organization rate courseware interface
Figure 5.18 shows there are 9 respondent (75%) rate 5 which is strongly agree that the
courseware interface was well organized and readable and 3 respondents’ (25%) rate 4
which is agree among 12 respondents. The purpose of author designing this question is
to know whether the courseware interface is well organized and easy for user to read. If
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the courseware interface is not well organized and readable, it means that the
courseware interface will make the user difficult to understand.
THE COUSEWARE INTERFACE WAS INTERACTIVE

AND USER FRIENDLY
1 2 3 4 5
67%
33%
0
0
INTERACTIVITY RATE COURSEWARE INTERFACE
Figure 5.19 Interactivity rate courseware interface
the courseware interface was interactive and user friendly. However, there are 4
respondents’ (33%) rate 4 which is agree among 12 respondents. The purpose of author
designing this question is to know whether the courseware interface was interactive and
use friendly. If the courseware interface is not interactive and user friendly, it means
that the courseware will not be able for user to use and understand.
I AM SATISFIED WITH THE COURSEWARE

INTERFACE
1 2 3 4 5
83%
17%
0
SATISFACTION RATE COURSEWARE INTERFACE
84
Figure 5.20 Satisfaction rate courseware interface
Figure 5.20 shows there are 10 respondent (83%) rate 5 which is strongly agree that
they satisfied with the interface. There are 2 respondents (17%) rate 4 which is agree
among 12 respondents. The purpose of author designing this question is to know
whether user satisfied with the user interface.
v. Courseware Functionality
DO YOU FACE ANY LAG ISSUES USING

THE COURSEWARE
Yes No
100%
Figure 5.21 Lag issues
From the Figure 5.21 shows that all of the respondents which is 12 respondents (100%)
said no to lag issues during using the courseware. It can be seen that all the user can use
the courseware without any bug and lag.
85
IS THE AUDIO CLEAR
Yes No
8%
92%
Figure 5. 22 Audio clarity rates
Based on Figure 5.22, there are 11 respondents (92%) said yes that the courseware audio
is clear and there are 1 respondent (8%) said that the audio is not clear. It can be seen
majority can hear the audio clearly.
IS THERE ANY BUTTON THAT DOES NOT

WORK IN THIS COURSEWARE
Yes No
100%
Figure 5.23 Button functionality
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From the Figure 5.23 shows that all of the respondents which is 12 respondents (100%)
said no that there is no any button that does not work in this courseware. It can be seen
that all the user can use all the button in this courseware.
Figure 5.24 Comments or Feedbacks.
Figure 5.24 shows all the respondents give good comments and feedbacks after using
this courseware. The purpose of author designing this question is to know the comment
and feedback each of the user and the result is very satisfied.
This research intend to be helpful towards the targeted users which is the
secondary school students where it can attract the student to learn mainly about the
Rasul Ulul Al-‘Azmi stories. This chapter explain about the implementation and the
evaluation process made by the developers during and after the courseware has been
develop. It also mentions the issues occur during the process and the solution as well as
the evaluation result.
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To summarize the chapter, in implementation phase, the developers faced 3 issues
regarding the navigation, the button functionality and the audio of the courseware. Due
to the issues occurred, the developer succeeds on finding the solution of the issues. In
evaluation phase, the developer conducted a survey for 12 targeted users by using the
Google Form where it is consisting of 5 sections which the demographic details,
courseware usability, courseware content, courseware interface and courseware
functionality. Thus, the developers made an analysis based on the results from the
survey to conclude the usability and the functionality of the courseware directly from
the user’s perspective.
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CONCLUSION AND RECOMMENDATIONS
6.1 Introduction
The purpose of this chapter is to present the conclusion the development of
Educational courseware about Rasul Ulu Al-'Azmi Stories for Secondary School
Students and then to make recommendations for further research.
6.2 Recommendations
In the future, this educational courseware needs to be improved by adding more
functionality in order to add more benefits to its users. Improvements made must also
attract more target user groups to use this educational courseware, while increasing its
reliability and usability. Future projects may want to expand the target user group so
that everyone can learning religious topics via courseware. The future recommendations
to be taken into consideration are as follows:
6.2.1 Interactivity
The developers wish to improve the design of the courseware more interactive,
such as includes games to makes the user more excited using this courseware.
6.2.2 Quiz Section
The developer wishes to improve the quiz section by add in the achievement
quotes or image so that it will look more interesting. Thus, the kids also will be
attracted to use the courseware
89
6.2.3 Content of the courseware
Additional modules for deeper understanding of the stories. This courseware
only touches the basics. Future projects might consider adding more chapters
into the modules and the activities after beginner phase has passed
6.3 Summary of outcome
Table 6.1 Summary of outcome
Research Objectives Methodology Results Chapters

1. To identify the Content There are two book selections for Chapter 4: Design
suitable content about Analysis suitable content for this courseware and Development
educational is Kemuliaan Para Nabi by Sheikh
courseware about Muhammad Ali as-Shabuni as the
Rasul Ulu Al-’Azmi main source and Stories of The
stories for secondary Prophet by Imam ibnu Kathir as the
students. side source.
2. To design an ADDIE Design educational course software Chapter 4: Design
educational model well and systematically based on and Development
courseware about stated flowcharts and storyboards.
Rasul Ulu Al-’Azmi
stories for secondary
students.
3. To develop an ADDIE Fully develop the interactive Chapter 4: Design
interactive educational model educational courseware. and Development
courseware about Furthermore, developing this
Rasul Ulu Al-’Azmi courseware using Adobe Animate
for secondary’s as a tool of developing the
students. courseware.
90
Based on table 6.3, first and foremost, the objective of this research is to identify
the suitable content about educational courseware about Rasul Ulu Al-’Azmi stories for
secondary’s students. This methodology is generally a content analysis. The library
study aims to describe and extract the Rasul Ulu Al-Azmi’s stories. The research finally
decided the two books which are relevant and suitable for the courseware content
namely: Kemuliaan Para Nabi (The Glory of the Prophets) written by Sheikh
Muhammad Ali as-Shabuni as the main source. While for the second main source which
became the additional and complementary source for the courseware will from a book
entitled “Stories of The Prophet” authored by Imam ibnu Kathir. Next, the details to
these two sources are explained in chapter 4 which is in the design and development
chapter.
Second, this research emphasizes on designing an educational courseware entitled
Rasul Ulu Al-‘Azmi stories in order to grab students’ attention and interest in learning
more about this topic. The methodology is using the ADDIE model as a guide to create
an educational courseware, and it is one such model of instructional design.
Furthermore, the result is this educational courseware designed well and systematically
through flowcharts and storyboards. Next, the details to these two sources are explained
in chapter 4 which is in the design and development chapter.
Third, developing an interactive educational courseware about Rasul Ulu Al-
Azmi is the most crucial thing because there are few aspects need to look on such as
multimedia elements (video, picture, audio, text and animation), students’ ability and
their prior knowledge before applying the courseware. In addition, ADDIE model used
as methodology and guide for developing an educational courseware. In the
91
development phase, educational courseware development involves the process of
developing courseware using multimedia software which is adobe animate used as a
tool. In addition, the result is this educational courseware is fully developed as an
interactive educational courseware. Next, the details to these two sources are explained
in chapter 4 which is in the design and development chapter.
6.4 Conclusion
In this paper, the show all process of Rasul Ulu Al-‘Azmi Stories For Secondary
School’s Students is an Educational Courseware learning has been reported. Rasul Ulu
Al-‘Azmi Stories educational courseware is designed as a learning tool for secondary
school’s student. The strength for this courseware is on the attractive user interface and
informative content and design. This is educational courseware is suitable for any laptop
computer that supports multimedia materials, such as video, audio, images, web links,
and text. The idea of teaching courses seems to be fascinating and has the ability to
provide users with a new and enjoyable learning experience.
To ensure learning efficiency of the educational courseware and can attract
students to learn, Rasul Ulu Al-‘Azmi Stories: Educational courseware has developed
with a focus on an informative presentation and integrated teaching materials. The
development of learning materials prepared with the ADDIE model has carefully guided
to the content that is easier to understand and eventually leads to efficient learning.
Research findings indicated that the developed educational courseware learning (Rasul
Ulu Al-‘Azmi Stories: Educational courseware) have the ability to provide users with a
new and exciting learning experience. In particular, because mobile devices are now
92
popular with students and, by general, the mobile phone is the most commonly used
device by most students, there are no limitations to the educational courseware for
learning purposes. Most of the previous studies have shown a positive impact and
encouraging results; educational courseware, particularly in life learning, has enormous
potential consequences and benefits. An educational courseware offers a positive
impact and encouraging results, particularly in life learning process, has enormous
potential consequences and benefits. Educational courseware (Rasul Ulu Al-‘Azmi
Stories: Educational courseware) acted as a knowledge transfer platform to help
students and learners better understand the concepts and contents of the course, as well
as to encourage better or more convenient ways for educators and students in their
teaching and learning activities. A medium for learning and teaching is technology.
Based on the effective feedback and reviews, a good educational courseware learning
framework should be relied on a strong knowledge base, proper system design,
contributed to a good understanding of the students, and having its continual
improvements and development. In conclusion, without these important elements, no
technology can function as a good teaching and learning platform.
93
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98
APPENDIX A
GANNT CHART
NO. ACTIVITIES DATE
1 Planning
Choose topic 18 March 2020
2 Analysis
Problem analysis 25 June 2020
Information collection 26 July 2020
3 Design
Flowchart and storyboard development 19 October 2020
4 Development
Interface development 23 November 2020
5 Testing
Implementation 31 January 2021
Evaluation 6 February 2021
99
APPENDIX B
Analysis Survey
This questionnaire includes 3 sections question, which is demography details section,

courseware content and courseware interface and all of them must be answered.
Soal selidik ini merangkumi 3 bahagian soalan, iaitu bahagian perincian demografi,
kandungan perisian kursus dan antara muka perisian kursus dan semuanya mesti
dijawab.
Demographic Details (Perincian Demografik)

This section provides three questions related to demographics detail.
(Bahagian ini menyediakan tiga soalan berkaitan dengan perincian demografik).
1. Gender.*
Jantina.
Male (Lelaki)
Female (Perempuan)
2. Age.*
Umur.
13
14
15
16
17
100
3. School name.*
Nama sekolah.
___________________________
Courseware Usability (Kebolehgunaan Perisian Kursus).

This section provides five questions related to usability towards courseware.
(Bahagian ini menyediakan lima soalan berkaitan dengan kebolehgunaan perisian
kursus ini).
1= Strongly Disagree 2= Disagree 3= Neutral 4= Agree 5= Strongly Agree

1 = Sangat Tidak Setuju 2= Tidak Setuju 3= Berkecuali 4= Setuju 5= Sangat
Setuju
4. I think I like this courseware.*

Saya rasa saya suka perisian kursus ini.
1 2 3 4 5
Strongly Strongly Agree
Disagree
5. This courseware is easy to use.*

Perisian kursus ini senang digunakan.
1 2 3 4 5
Disagree
6. This courseware is useful for student.*

Perisian ini berguna untuk pelajar.
1 2 3 4 5
Disagree
101
7. This courseware is comfortable to use.*
Perisian kursus ini selesa digunakan.
1 2 3 4 5
Disagree
8. I can understand the content clearly.*

Saya dapat memahami kandungannya dengan jelas.
1 2 3 4 5
Disagree
Courseware Content (Kandungan Perisian Kursus).

This section provides five questions related to content of the courseware.
(Bahagian ini menyediakan lima soalan yang berkaitan dengan kandungan perisian
kursus ini).

1= Sangat Tidak Setuju 2= Tidak Setuju 3= Berkecuali 4= Setuju 5= Sangat
Setuju
9. I think the content is very good and useful.*

Saya rasa kandungannya sangat bagus dan bermanfaat.
1 2 3 4 5
Disagree
102
10. I think the information is complex and precise.*
Saya rasa maklumat itu kompleks dan tepat.
1 2 3 4 5
Disagree
11. Courseware objective is totally clear and understandable.*

Objektif perisian adalah jelas dan difahami.
1 2 3 4 5
Disagree
12. The courseware content was organized and well planned.*

Kandungan perisian tersusun dan terancang.
1 2 3 4 5
Disagree
13. I think the quizzes is useful and parallel with the information provided.*
Saya rasa kuiz itu berguna dan selari dengan maklumat yang diberikan.
1 2 3 4 5
Disagree
Courseware Interfaces (Antara Muka Perisian Kursus)

This section provides six questions related to interface of the courseware.
(Bahagian ini menyediakan enam soalan yang berkaitan dengan antara muka
perisian).
103
1= Sangat Tidak Setuju 2= Tidak Setuju 3= Berkecuali 4= Setuju 5= Sangat
Setuju.
14. I think I like the courseware interfaces.*

Saya rasa saya suka muka perisian ini.
1 2 3 4 5
Disagree
15. The courseware interface was so good and easy to understand.*

Antara muka perisian ini sangat baik dan senang difahami.
1 2 3 4 5
Disagree
16. The courseware interfaces can attract student to learn.*

Antara muka perisian ini dapat menarik minat pelajar untuk belajar.
1 2 3 4 5
Disagree
17. The courseware interfaces was well organized and readable.*

Antara muka perisian ini disusun dengan baik dan mudah dibaca.
1 2 3 4 5
Disagree
18. The courseware interface was interactive and user friendly.*

Antara muka perisian ini adalah interaktif dan mesra pengguna.
104
1 2 3 4 5
Disagree
19. I am satisfied with the courseware interfaces.*

Saya berpuas hati dengan antara muka perisian ini.
1 2 3 4 5
Disagree
Courseware Functionality (Kefungsian Perisian Kursus)

This section provides three questions related to functionality of the Courseware.
(Bahagian ini menyediakan tiga soalan yang berkaitan dengan fungsi perisian kursus
ini.)
20. Do you face any lag issues during using the courseware?*
Adakah anda menghadapi masalah kelewatan semasa menggunakan perisian kursus?
Yes (Ya)
No (Tidak)
21. Is the audio clear?*

Adakah audio jelas?
Yes (Ya)
No (Tidak)
22. Is there any button that does not work in this courseware?*
Adakah terdapat butang yang tidak berfungsi dalam perisian ini?
Yes (Ya)
No (Tidak)
105
23. Comments or feedbacks.
Komentar atau maklum balas.
_______________________________________________
106

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RASUL ULU AL-‘AZMI STORIES FOR SECONDARY

SCHOOL’S STUDENTS: AN EDUCATIONAL COURSEWARE

RABIATUL ADAWIYAH BINTI AZHARI

UNIVERSITI SAINS ISLAM MALAYSIA

Rabiatul Adawiyah Binti Azhari

Academic project report submitted in partial fulfillment for the degree of

Faculty of Quranic and Sunnah Studies

Date: 8 February 2021 Signature

Name: Rabiatul Adawiyah Binti Azhari

Name: Intan Nur Anis binti Mohd Safia

Name: Siti Nursyahme Aune binti Hazman

The name of Allah Almighty, most gracious and most merciful.

Bachelor of Quranic Studies with Multimedia with Honours.

always give us encouragement and support in our study.

and contribution to our academic project, thank you very much.

Studies with Honours.

Dr. Siti Fatimah Mohd Tawil

yang menyeronokkan dalam perisian pendidikan. Tujuan menghasilkan perisian

menggunakan kaedah ‘ADDIE Model’. Hasilnya, pelajar dapat menggunakan perisian

pengajaran tradisional kerana mengandungi interaktiviti antara perisian kursus dan

educational courseware. The purpose of producing this educational courseware related

educational courseware is teenagers or youths between the ages of thirteen to seventeen

the courseware offline because it is easier to access. Educational courseware acts as a

traditional teaching style because it contains interactivity between courseware and

‫نظرا لوجود محتوى تفاعلي وممتع‬ ‫ً‬

3.3.1.2 Survey: Usability Test 29

3.3.2 Sample and Respondents 30

3.4.2 Tool of Data Analysis 32

4.3.4.2 Three Elements for Each Prophet 64

4.3.4.3 Quiz section 65

4.4 Summary of Chapter 67

1.1 Background of the Research

Secondary schools are a form of formal education formulated by the Ministry of

Education Malaysia where usually known as National Secondary Schools (SMK).

through the stories of previous prophets.

of Rasul Ulu Al-‘Azmi.

1.2 Problem Statement

using mobile phones. The previous research by Meta Keumala,

education is to lead to effectual growth and development knowledge of the children. It

Al-‘Azmi was created by developer. This accumulates stories and history

knowledge for the students, especially the teenager.

1.3 Research Objectives

Al-’Azmi stories for secondary school’s students.

2. To design an educational courseware about Rasul Ulu Al-‘Azmi stories for

secondary school’s students.

3. To develop an interactive educational courseware about Rasul Ulu Al-‘Azmi for

secondary school’s students.

‘Azmi stories for secondary school’s students?

for secondary school’s students?

3. How to develop an interactive education courseware about Rasul Ulu Al-‘Azmi

for secondary school’s students?

1.5 Research Scope

The purpose of this project is to develop an educational courseware that can

objective of the study. Secondary school’s students are teenager between 13 to 17 or 18

Muhammad Mustapha Geme’ah, Al-Azhar to be used as a reference in developing this

educational courseware. This research is designed to have a thorough knowledge of

Rasul Ulu Al-‘Azmi stories as mentioned in Al- Quran.

The development and use of multimedia in education is well known in Malaysia.

As a visionary country, education is an important aspect of developing experts in a field

endeavor in promoting a relatively inexpensive opportunities, as the cost of mobile

the Rasul Ulu Al-‘Azmi stories.

1.7 Definition of Terms