International Journal of Academic Pedagogical Research (IJAPR)

ISSN: 2000-004X
Vol. 2 Issue 3, March – 2018, Pages: 7-20

Rules of Tajweed the Holy Quran Intelligent Tutoring System

Alaa N. Akkila, Samy S. Abu Naser
Information Technology Department, Faculty of Engineering and Information Technology,
Al-Azhar University, Gaza, Palestine

Abstract: Undeniably, the greatest way for a Moslem to be closer to Allah, is recitation of Holy-Quran approves with the method
conveyed from Messenger of Allah Mohammed from the feature of speech points of letters and the intrinsic and fleeting
characteristics of the letters, So, there is a persistent need to teach all Moslems the science of Tajweed Al-Quran.
ITS (Intelligent Tutoring System) is computer software that supplies direct and tailored training or response to students without
human teacher interfering. The main target of ITS is smoothing the learning process using the wide-ranging facilities of computer.
The proposed system will be implemented using the ITSB Authoring tool. In this thesis, the researcher presents an intelligent
tutoring system for teaching Reciting Al-Quran "Tajweed" with Rewaya: Hafs from ‘Aasem by the way of Shatebiyyah. It was a
novel idea that the researcher combined the science of Tajweed Al-Quran and the science of artificial intelligence in his thesis. The
researcher arranged the material into chapters, lessons, examples then, added all these to the proposed system. He also added
questions, right answers and the level of difficulty for each lesson. He prepared an exam for each chapter and a final exam to test
the knowledge of the learner in the whole material. The system was evaluated by teachers and students in reciting science and the
outcome of the assessment was encouraging and promising.

Keywords: ITS, ITSB, Expert system, Tajweed, Holy Quran, Quran recitation

1. INTRODUCTION The first one was "beginner’s course" from 20/5/2005 to

10/9/2005, second one was "advance" from 1/12/2005 to
At the revelation of the Holy Quran to Prophet Muhammad
12/5/2006 shown. Both courses were Tajweed Al-Quran
pbuh, an attention began to its recitation as taught by the
with Rewaya Hafs from ‘Aasem by the way of Shatebiyyah.
Prophet Muhammad pbuh. Then, Muslims learned this
The third course was Tajweed Al-Quran with RewayaWarsh
recitation from teachers verbally.
from Nafe', The last course was "preparing for sanad" with
Allah has ordered his Messenger Prophet Mohammed and all
Rewaya Hafs from ‘Aasem by the way of Shatebiyyah dated
Moslems also to recite the Quran as it was revealed, ‫﴿ َو َزحِّ ِم‬
‫[ ْانمُسْ آٌََ حَسْ حِ ا‬Surat mozamel-verse 4]. 1/4/2010 to 10/1/2011.
﴾ ‫ًُل‬
He learned Tajweed also in Halaqat "Groups with teacher" to
Knowledge of Tajweed is (fard kifayah), in other word,
improve reciting. He is teaching such courses and Halaqat of
some of Muslims have to know it, but applying it is (fard
reciting improvement, so he believes that he has the ability
'ain) means it is required for all Muslims.
to do such work.
Tajweed definition, in the language, is improvement, but the
applied definition is pronouncing each letter of Al-Quran 1.1 STATEMENT OF THE PROBLEM
from its articulation point and giving the privileges, it is
A special carefulness was initiated to recitation of the Holy
preservative way for the tongue from making mistakes in
Quran as revealed to Prophet Muhammad (pbuh) by learning
reading Al-Quran, it is also one of the greatest grateful of
Tajweed.
science because it is relative to Allah's words.
ٌ‫ "انر‬: ‫ لال زسىل هللا طهً هللا عهُه وسهى‬:‫وعٍ عائشت زضٍ هللا عُها لانج‬
From the practical view, Prophet Mohammed ‫طهً هللا عهُه وسهى‬
‫ وانرٌ َمسأ انمسآٌ وَخخعخع‬،‫َمسأ انمسآٌ وهى ياهس به يع انسفسة انكساو انبسزة‬
initiated the rules of Tajweed, because the Quran was
)‫فُه وهى عهُه شاق نه أجساٌ" (يخفك عهُه‬
exposed to him from Allah by honorable, Jibreel‫عهُه انسًلو‬.
'Aishah (May Allah be pleased with her) said:
Taking into account the new population projections by the
Pew Research Center, Muslims and Islam: Key findings in The Messenger of Allah (‫ )ﷺ‬said, "the one who recites
the U.S. and around the world, August 9, 2017, so teaching Al-Quran cleverly will be with respectful scribes and one
Tajweed becomes very difficult for the increasing of the who recites Al-Quran with great difficulties, doing the best
Muslims[36]. to recite in the best way possible, will take reward twice.
‫طههً ه‬
ُ‫هللا‬ َ ِ‫هللا‬ ‫ لَا َل َزسُى ُل ه‬:‫ لال‬،‫هللاِ بٍْ َي ْسعُى ٍد‬ ‫) عٍ َعبْد ه‬0192( ٌ‫زوي انخسير‬
Nowadays, with the great revolution of computers, many
researchers directed their concerns to the work of computer ،‫ َوان َح َسَُتُ بِ َع ْش ِس أَ ْيثَانِهَا‬، ٌ‫هللاِ فَهَهُ بِ ِه َح َسَُت‬
‫ب ه‬ ِ ‫ ( َي ٍْ لَ َسأَ َحسْ فاا ِي ٍْ ِكخَا‬:‫َعهَ ُْ ِه َو َسهه َى‬
programs to serve the Holy Quran especially teaching ‫ وطححه‬، ) ٌ‫ َونَ ِك ٍْ أَنِفٌ َحسْ فٌ َو ََل ٌو َحسْ فٌ َو ِيُ ٌى َحسْ ف‬، ٌ‫ََل أَلُى ُل انى َحسْ ف‬
Tajweed, but these programs are still very limited, and there " .ٌ‫األنباٍَ فٍ "طحُح انخسير‬
is no interference from the learner, one just read, watch, Each Moslem must read Quran, at least, in praying, so the
listen and search only [7]. learning how to read the Holy Quran becomes an urgent
Actually, the researcher learned four courses in "Tajweed need, because when one reads Al-Quran even one verse,
Al-Quran" science, in Dar Al-Quran Wa Sonnah, and he must take in mind the rules of "Tajweed" to improve reading
passes all the exams in each course. in order to have great rewards, if not, he/she may make
mistakes in reading, then commits sins.

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International Journal of Academic Pedagogical Research (IJAPR)
ISSN: 2000-004X
Vol. 2 Issue 3, March – 2018, Pages: 7-20

There are some of the difficulties to do that in the traditional The questions, which are posed to the learner are chosen
teaching: randomly from the system on the level reached.
 One teacher teaches many students, so he/she
1.4 LIMITATIONS
cannot care to every student.
 Some people learn slowly, with human teachers In recitation of Quran, there are ten Qira'at, twenty riwayat
there is no sufficient time. and a lot of turuq as shown in Figure 1. This proposed
 Shyness, hesitation and fear prevent some students system cover the first level of tajweed with Rewaya Hafs
from asking the teacher. from ‘Aasem by the way of Shatebiyyah ‫زواَت حفض عٍ عاطى‬
 Negligence of various background information of ‫بطسَك انشاطبُت‬.
students.
 Material is delivered with same teaching method for
all students irrespective of various altitudes of
understanding.
 Not all learners understand with the same style of
teaching, some are visual learners, others are audio
learners.
 Referring to books of Tajweed take time and effort.
 There are students with special needs, so they
cannot follow the teacher.
 Teachers are not available every time and
everywhere. Figure 1: Qira'at, riwayat and turuq
 Old age learners of Tajweed face psychological The attribution of Hafs to Prophet Mohammed ‫طهً هللا عهُه‬
difficulties with young teachers. ‫ وسهى‬is shown in Figure 2.

All these problems can be solved by the proposed ITS

system.
 One-to-one teaching (one teacher for each student).
 Immediate feedback.
 Learner chooses any lesson freely depending on
their knowledge.
 Available all the time.
Teaching Tajweed material has special requirements,
reading rules are not sufficient to learn, it needs audio and
video to imitate correctly.
1.2 OBJECTIVES
The aim of this thesis is to minimize the difficulties
faced in learning Tajweed, such as giving more time to learn,
remove fear, shyness from learner, demonstrating the
specific subject as needed, available all time anywhere and
creating the suitable environment for studying.
1.3 SIGNIFICANCE OF THE STUDY
The proposed ITS system for teaching Tajweed Rules bind
Artificial Intelligence and education, which achieves many
aspirations. One is matching the special needs of each
student; afford various techniques of the material and the
user interaction.

The system adapts its model according to student’s responses

by giving questions of the suitable difficulty level for the
student, and showing an explanation of mistakes to direct Figure 2: Attribution of Hafs
him/here what to study again. The student’s privacy is
achieved including level of difficulty reached, score
obtained.

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International Journal of Academic Pedagogical Research (IJAPR)
ISSN: 2000-004X
Vol. 2 Issue 3, March – 2018, Pages: 7-20

2. INTELLIGENT TUTORING SYSTEMS BACKGROUND  Necessary hardware and software.

Students work on personal computers or with
2.1 ITS DEFINITION
sophisticated servers managed within the school
The technological revolution indicates that the dependence zone.
of traditional education (which lectures are static in time and  Intelligent tutors know how to teach.
space) will decrease gradually. Academic materials stored in intelligent systems are
Artificial intelligence, is the science making computers to not just statements about the subject. Instead, these
take the place of the intelligence of human, with inmost programs contain qualitative examples of each area
understanding of knowledge, mainly representation and to be taught, including things and processes that
reasoning about "how to" knowledge, like procedural distinguish trends and causal relationships between
knowledge. subjects.
Cognitive science, or research into understanding how
people act intelligently, leads to a deeper understanding of 2.4 ITS ARCHITECTURE
how people think, solve problems, and learn. The architecture of ITS system contains domain model
AI and cognitive science, two sides of a single coin that is, which contains the material to be educated, pedagogical
understanding the nature of intelligent work, in which entity (expert) module which controls intelligently all the roles of
is obvious. the system, student model which contains the information of
Often, AI techniques are used to build software models of the learner, and user interface model which is the
cognitive processes, while the results of cognitive science are communication between the user and the application as
used to develop more artificial intelligence techniques to shown in Figure 3.
emulate human behavior.
AI techniques are used in education to model student
knowledge, academic subjects, and teaching approaches.
One-on-one tutoring is well documented as the best way to
learn [35].
2.2 ITS OBJECTIVES
The field of artificial intelligence and education has many
objectives:
 Adaptation on the requirements of individual
students by using different styles in illustrations of
content, tracks through material, and a lot of
interfaces. Figure 3: The architecture of ITS system
 Recognizing how human emotion affects individual 3. LITERATURE REVIEW
differences in learning, and the level to which
emotion, reasoning capability and gender impact. With the development of life and massive development
 The field is derivative and innovative. It gets of computer technology, the human has become dependent
theories and approaches from related fields such as on computers applications heavily in most fields, especially
AI, cognitive science, and education; also it creates in learning.
its own larger research questions. 3.1 PREVIOUS STUDEIES
 Teachers who use these tutors get insight into
student learning progressions. There are many intelligent tutoring systems used in
learning; the following are some of them: The study of [2]
2.3 SPECIAL NEEDS Intelligent Tutoring System for Deaf Learners of Written
English. This system is called ICICLE (Interactive Computer
 Intelligent tutors know individual student
Identification and Correction of Language Errors) which has
differences.
an error identification module to identify errors in a text, and
Tutors have background knowledge of each student,
response generation module to create dialogue. The study of
learning style, current needs and choice of
[3] Student Modeling in an Intelligent Tutoring System for
multimedia materials at the appropriate teaching
the Passive Voice of English Language. In this system, if the
level and style.
student writes the solution to the posed question, the system
 Students work independently or in teams.
tests if it is right, else it attempts to analyze the mistake. The
Groups of learners, separated by teachers easily
study of [9] An Intelligent Tutoring System for Teaching
modify subjects, reproduce tutors, infinitely cost to
Grammar English Tenses. A system designed to students
students space and time, and cooperate on open-
learning English language. It shows English Grammar
ended problems.
tenses, and then produces questions automatically for the

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International Journal of Academic Pedagogical Research (IJAPR)
ISSN: 2000-004X
Vol. 2 Issue 3, March – 2018, Pages: 7-20

students to solve. The study of [4] An Intelligent Tutoring the first one that combines the intelligent tutoring system and
System for Teaching the Grammar of the Arabic Language. TAJWEED the Holy Quran.
The system is designed for students of elementary schools in
4. RESEARCH METHODOLOGY
the fourth grade in Egypt. It supports the education process
with multimedia (sound, images and text). The study of [12] 4.1 METHODOLOGY
An Intelligent Tutoring System for Java Expression
These steps are followed:
Evaluation. This system is called JEE-Tutor which teaches
Java operator precedence and expressions for the students 1. Gather data of rules of Tajweed with Rewaya: Hafs
learning Java programming Language. The study of [13] An from ‘Aasem by the way of Shatebiyyah [6], [24],
[25], [28], [29], [30].
Intelligent Tutoring System for Learning Java Object. This
2. Organize lessons.
system shows the material of Java objects and generates
3. Dividing the material into chapters containing
questions automatically for learner to answer. The system
appropriate lessons.
customized upon the progress of each learner. The study of
[14] Design and Development of an Intelligent Tutoring 4. Add the chapters and the lessons to the proposed
System for C# Language. This system was designed; by system.
5. Prepare examples to each lesson.
using ITSB authoring tool; to help learners to study C#
6. Add the examples to the proposed system with
programming language. The study of [15] A comparative
linkage to the appropriate lesson.
study between Animated Intelligent Tutoring Systems
(AITS) and Video-based Intelligent Tutoring Systems. This 7. Using text, graphic [26], sound and video in
study showed that ITS developed the performance of explaining the material.
8. Cutting parts of videos (Dr. Ayman Rushdi Swid
students in biology exams, and that Video-based Intelligent
[27], Dr. Mohammad Isam Al Quda [37], and
Tutoring Systems are much better than Animated Intelligent
Sheikh Ahmed Mohamed Amer [38]) and audios of
Tutoring Systems (AITS). The study of [16] Developing an
recorded materials for explaining the right
intelligent tutoring system for students learning to program
in C++. This study developed an intelligent tutoring system pronunciation in special cases.
for assistance of students registered in computer sciences 1 9. Prepare questions for each lesson (with difficulty
levels).
(an introduction of C++ programming course) at the Faculty
10. Prepare exams for each chapter (with difficulty
of Engineering and Information technology in Al-Azhar
levels).
University.
11. Add the questions, answers with style (True/False)
Furthermore other intelligent tutoring systems such as e-
learining [17], database [18, 19, 20, 21], biology [22, 23], or (multiple choice) to the proposed system.
and teaching Java Programming language [1]. An excellent 12. Execute and test the system.
13. Let teachers and learners use the system, and take
effort was done in Book of Tajweed Rules of the Qur'an Part
their feedback with a questionnaire.
One, by Kareema Carol Czereepinski, 2000 [5], but learner
14. Check the system again and again depending on the
can read only without participating or checking what he/she
feedback gained.
understand of the material. Automated tajweed checking
rules engine for Quranic learning 2013 [8], very good work
but was tested only on sora al-fatiha. Most of the techniques The researcher used the following various materials to
enhance the style of teaching:
of teaching Tajweed are written like books to read, videos to
watch, sounds to hear, and all these make person a receiver  Peom of Jazaria which is considered as one of the
only; it means that there is no participation of the learner, important poems in the science of Tajweed. It got
and there is no way to test what one understand from the the attention of scientists and specialists since it was
lessons. A very good starting point to teach Tajweed is in organized by the Imam of readers Abu Hassan
paper titled "Teaching the Right Letter Pronunciation in Mohammed bin al-Jazri[31].
Reciting the Holy Quran Using Intelligent Tutoring System"  The poem of Tohtat Al-Atfal was written by Sheikh
[11]. The researcher is one of the two authors - but it was Jamzoury containing some of the rules of Tajweed
designed to teach one subject only in Tajweed "Tafkhim and in 1198 Hijri[32].
Tarqiq in TAJWEED" the Holy Quran, Rewaya: Hafs from  The book Al-Nashr in the ten Qira'at of Ibn Al-Jazri
‘Aasem. is ranked as one the most helpful of books in
Tajweed. Ibn al-Jazri addressed all the correct ways
of the ten readings, and this book is the essence of
3.2 COMMENTS ABOUT PREVIOUS STUDIES books written by Ibn al-Jazri in Tajweed
After looking at aforementioned studies, the researcher science[33].
did not find any study that uses the new idea of intelligent  Mistakes in audio recordings of the Holy Quran and
tutoring system. So, the proposed system is considered to be ways of treatment, Dr. Abdulrahman Yousef
Ahmed Al-Jamal. Haifa Abdelraouf Ibrahim

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International Journal of Academic Pedagogical Research (IJAPR)
ISSN: 2000-004X
Vol. 2 Issue 3, March – 2018, Pages: 7-20

Radwan. The research was presented in the First Another way, for advanced learner, one can start with the
International Scientific Conference, The Holy final exam for all chapters, then choose lessons to study to
Quran and its role in addressing the issues of the improve himself /herself in the material.
nation organized by Center of the Holy Quran and
Islamic Dawa, Faculty of the fundamentals of Learner is developed gradually from correcting clear
religion - Islamic University – Gaza , 16, 17 mistakes in reading Al-Quran, to slightly hidden ones to
December 2008[34]. extremely hidden by listening to Sound recordings of
reciting and answer if there are mistakes in it or not.
4.2 ITS AUTHORING LANGUAGE
The material is divided as the following:
The researcher used the Intelligent Tutoring System Chapter 1
Builder (ITSB) tool to assemble an intelligent tutoring Introduction
system for teaching the Tajweed rules. ITSB authoring tool Reward Recitation ‫فضم ذالوج انقرآٌ انكرٌى‬
support English and Arabic languages, it has two interfaces The etiquette of recitation ‫آداب ذالوج انقرآٌ انكرٌى‬
one for teachers from which he/she can add material, Imam Asim ‫اإلياو عاصى‬
questions and answers, the other for students to learn the Imam Hafs ‫اإلياو حفص‬
material and answer the questions. Exercises for Chapter 1
4.3 PROPOSED ITS ARCHITECTURE
Chapter 2
The architecture of ITS system contains expert model, Tajweed (definition, divisions and verdict)
student model, domain model and user interface model as Speeds of Tajweed ‫يراذة انرالوج‬
shown in Figure 3 in section 2. Types of Tajweed's mistakes ‫انهحٍ (انخطأ) وأَىاعه‬
4.3.1 Student Model Recourse ‫اإلسرعارج‬
There is a profile for each learner includes some Basmala (by name of God) ‫انثسًهح‬
data about him/her like name, number, login date, score and Starting and stopping reading ‫اإلترذاء وانىقىف‬
difficulty level reached. Stop reading, to continue ‫انىقف‬
4.3.2 Expert Model End reading ‫انقطع‬
It works as a controller that manages the Start reading ‫اإلترذاء‬
functionality of the system throughout this module; a student Silence for a while within reading ‫انسكد‬
can answer questions starting from first difficulty level. If Terms of stopping ‫يصطهحاخ انىقف‬
the student got 75% marks or higher in any level, he/she can Exercises for Chapter 2
move to next difficulty level. However, If the student marks Chapter 3
below 75% and above 50 % the ITS system force him to How to begin reading with conjunctive Hamzah
repeat exercises of the same difficulty level again in random ‫كٍفٍح اإلترذاء تهًزج انىصم‬
way. In the case the student get score below 50%, the ITS Break and conjunctive Hamzah in one word
system force the student to go back and study the related ‫اجرًاع هًزذً انىصم وانقطع فً كهًح واحذج‬
lesson then come back to answer the exercises. Two sakens ٍٍُ‫حكى إنرقاء ساك‬
4.3.3 User Interface Model Makharej of letters ‫يخارج انحروف‬
It is the communication model (with two interfaces) The interior of chest (estimated while all others
between user and the application designed; one for the are true, one
teacher to add lessons, examples and questions with the right makhrag, vowel sounds alif, waw and ya)
answers for each one, and the learner to read lessons, The throat (three makharij, 6 letters, hamzah,
examples and test his/her understanding by answering haa, 'ayn, haa, ghayn and khaa)
questions of exams. The tongue (ten makharij, eighteen letters qaf,
The researcher uses the features of the ITSB such as texts, kaf, jim, sheen, constant ya, dhaad, lam, noon ,
colors, graphics, audio and video to improve the motivation raa, taa, daal, taa, saad, seen, zay, thaa, dhal,
of the learner. tha)
4.3.4 Domain Model The lips (four letters baa, meem constant waw
The material is arranged to eight chapters which and faa)
contain 83 lessons and 153 examples. There are exams at the The nasal passage (one makhraj al-ghunnah)
end of each chapter, and final exam for all chapters (147 Training of correct pronunciation
questions for all exams.). Styles of letters ‫أنماب انحسوف‬
Learner can decide to start with any chapter's exam and test Characteristics of letters ‫طفاث انحسوف‬
himself/herself, depending on the feedback he/she decides to with inverse ‫صفاخ راذٍح نها ضذ‬
skip this chapter or to study it. without inverse ‫صفاخ راذٍح نٍس نها ضذ‬
Exercises for Chapter 3
Chapter 4

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International Journal of Academic Pedagogical Research (IJAPR)
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Vol. 2 Issue 3, March – 2018, Pages: 7-20

Magnification and Thinning (Tafkhim and ‫ث‬ taa T ‫غ‬ ghayn gh

Tarqiq) ‫د‬ thaa th ‫ف‬ faa f
Letters always magnified ‫حروف يفخًح دائًا‬ ‫ج‬ jeem J ‫ق‬ qaaf q
Letters always thinned ‫حروف يرققح دائًا‬ ‫ح‬ haa H ‫ن‬ kaaf k
Letters sometimes magnified, other time ‫خ‬ khaa kh ‫ل‬ laam l
thinned‫حروف يفخًح احٍاَا و يرققح احٍاَا‬ ‫د‬ daal D ‫و‬ meem m
Rules of Lam 'al' The ‫احكاو الو ال انرعرٌف‬ ‫ذ‬ dhal dh ٌ noon n
Rules of 'noon sakena and tanween' ٌ‫أحكاو انُى‬ ‫ز‬ raa R ‫هـ‬ haa h
ٌٍ‫انساكُح وانرُى‬ ‫ش‬ zay Z ‫و‬ waaw w
Ithhar from throat ً‫إظهار حهق‬ ‫س‬ ‫ و‬as
seen S waaw oo
Idgham ‫إدغاو‬
vowel
Iqlab ‫إقالب‬
‫ش‬ shee sh ٌ yaa y
Ikhfa' ‫إخفاء‬
n
Exercises for Chapter 4
‫ص‬ saad S ٌ as yaa ee
Chapter 5
vowel
Rules of 'meem sakena' ‫أحكاو انًٍى انساكُح‬
‫ض‬ dhad dh ‫ء‬ Hamza '
Ithhar from lips ‫إظهار شفىي‬
h
Idgham from lips ‫إدغاو شفىي‬
Ikhfa' from lips ‫إخفاء شفىي‬ ‫ط‬ taa T
Rules of doubled letters ‫احكاو انحروف انًشذدج‬
Identical, Convergent Consistent and far 2 Table 2: Arabic harakat and symbol used
letters Arabic Name Symbol used
ٌ‫ انًرجاَساٌ و انًرثاعذا‬،ٌ‫ انًرقارتا‬،ٌ‫انًرًاثال‬ harakah
Exercises for Chapter 5 َ‫ـ‬ Fathah A
Chapter 6 ُ‫ـ‬ dhammah U
Rules of madd ‫احكاو انًذود‬ ِ‫ـ‬ Kasrah I
Asli: Original madd and extensions ً‫انًذ األصه‬ ّ‫ـ‬ Shaddah Double letter
‫ويهحقاذه‬ ْ‫ـ‬ Sukoon Absence of vowel
Far'i :Derived madd ً‫انًذ انفرع‬
Maad because of 'hamza' ‫انًذ تسثة انهًز‬ 4.3.5 Screen samples
Maad because of 'sokon' ٌ‫انًذ تسثة انسكى‬ These are some various screenshots for the proposed ITS
Ranks of madd ‫يراذة انًذود‬ system presenting many types of the interface between
Exercises for Chapter 6 system and user including log-in Figure 4, adding
Chapter 7 lessons/examples Figure 5, questions and answers Figure 6,
Special of Hafs ‫يا ٌراعى نحفص‬ introductory screen Figure 7, correcting mistakes Figures 8,
The seven Alef ‫األنفاخ انسثع‬ 13, 14, silence Figures 9, 10, Makharij illustration Figure 11,
Exercises for Chapter 7 video poem Al-Jazaria sound of Sheikh Sa'd el-ghamdy
Chapter 8 Figure 12, 32, tables and diagrams show the characteristics
Applying recitation on some ayat and sora ‫ذطثٍق‬ of letters Figure 15, 16, 18, 19, 20, video poem Tohfat al-
‫عهى انرجىٌذ عهى تعض اٌَاخ واسىر‬ atfal noon sakena rule Figure 17, video Dr. Moahmmed Isam
Exercises for Chapter 8 al-Quda how to pronounce noon and meem doubled Figure
Chapter 9 21, Madd Figure 22,23, special for Imam Hafs Figure 24,
Maten al-Jazaria ‫يرٍ انجزرٌح‬ video how to say the word ‫ ذأيُّا‬for Dr. Ayman Sweed Figure
Comprehensive examination 25, the seven Alefat Figure 26, explain the rules of Tajweed
Let the student hear recording Quran then at Al-Fateha sora ‫ سىرج انفاذحح‬Figures 27, 28, 29, sora Al-
answer questions. Maida aya 95 59 ‫ سىرج انًائذج اٌَح‬contains most of Tajweed
The Arabic letters, name and symbols used in the rules Figure 30, video sheikh Ahmed Amer explaining sora
research are shown in Table 2. Table 3 shows al-fateha ‫ سىرج انفاذحح‬Figure 31, references Figure 33,
Arabic harakat. Judgment of reading Quran with mistakes - Sheik Mohamed
ben Saleh al-othaymeen Figure 34.
Table 1: Arabic letters and symbols used
Arabi Name Symbo Arabi Name Symbo
c l used c l used
letter letter
‫ا‬ alif Aa ‫ظ‬ thaa th
‫ب‬ baa B ‫ع‬ 'ayn ،

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International Journal of Academic Pedagogical Research (IJAPR)
ISSN: 2000-004X
Vol. 2 Issue 3, March – 2018, Pages: 7-20

Figure 4: Log-in screen

Figure 8: sample of clear mistakes

Figure 5: add new lesson / example

Figure 9: Silence for a while within reading

Figure 6: add questions and right answers

Figure 10: Terms of stopping

Figure 7: Introductory screen

Figure 11: Makharej of letters

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International Journal of Academic Pedagogical Research (IJAPR)
ISSN: 2000-004X
Vol. 2 Issue 3, March – 2018, Pages: 7-20

Figure 15: Characteristics of letters with inverse

Figure 12: poetry of makharej / ebin al-Jazary sound sheikh
Sa'd El-ghamdy

Figure 16: Magnification and Thinning (Tafkhim and

Figure 13: pronunciation of dhad letter ‫ض‬ Tarqiq)

Figure 14: clear mistakes in ‫ ص س ش‬letters Figure 17: poem tohfat el-atfal for rules of 'noon sakena and
tanween'-voice of sheikh sa'd el-ghamdy

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International Journal of Academic Pedagogical Research (IJAPR)
ISSN: 2000-004X
Vol. 2 Issue 3, March – 2018, Pages: 7-20

Figure 22: madd in cutted letters in the beginning of sora's

Figure 18: term of full Idgham of noon sakena in Al-Quran

Figure 23:Ranks of madd

Figure 19: Differences between Idgham and Ikhfa'

Figure 24: Special of Hafs

Figure 20: Sample of noon and meem doubled in noun, verb

and letter

Figure 25: Prununciation of word special for Hafs ‫حأيُا‬

Video Dr. Ayman Sweed

Figure 21: pronunciation of noon and meem doubled vedio

sheikh dr. mohamed isaam al-qudah

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International Journal of Academic Pedagogical Research (IJAPR)
ISSN: 2000-004X
Vol. 2 Issue 3, March – 2018, Pages: 7-20

Figure 26: The seven Alef

Figure 30: : Rules of Tajweed at sora ‫ انًائدة‬aya 95

Figure 27: Rules of Tajweed at sora ‫ انفاححت‬part 1

Figure 31: Video for sheikh Ahmed Amer for reading sora
‫انفاححت‬

Figure 28: : Rules of Tajweed at sora ‫ انفاححت‬part 2

Figure 32: poetry of Jazaria - sound sheikh Sa'd El-ghamdy

Figure 29: : Rules of Tajweed at sora ‫ انفاححت‬part 3

Figure 33: References

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International Journal of Academic Pedagogical Research (IJAPR)
ISSN: 2000-004X
Vol. 2 Issue 3, March – 2018, Pages: 7-20

system

It is comfortable and pleasant using this system. 87 % 97 %

The interface of this system is user friendly. 95 % 91 %
The use utilizes many multimedia features:
100 % 95 %
Video, audio, images
Overall average satisfaction 94.5 % 94 %

Figure 34: Judgment of reading Quran with mistakes - Sheik

Mohamed ben Saleh al-othaymeen
5. EVALUATION
5.1 SYSTEM EVALUATION
System evaluation is a measure of the quality of the
application that indicates the effectiveness, efficiency and
satisfaction that users can perform tasks using the
application. The usability assessment is now an essential part
of the system development process, and a variety of
questions have been developed to assess the system by the Figure 35: The results were obtained by the Teachers
Tajweed Teachers and the students learning this subject.
We have introduced this ITS system to a group of students
and teachers who are specialists in the field. We asked both
groups to evaluate the ITS system and answer the following
questions about the ITS system. The results of both groups
were as follows:
5.2 QUESTIONS ABOUT THE ITS SYSTEM FOR THE
TEACHERS AND THE STUDENTS:

1. It is easy to use the Tajweed ITS.

2. The material in the system is very well organized
3. It was easy to learn Tajweed using the ITS system
4. It is comfortable and pleasant using this system.
5. The interface of this system is user friendly.
6. The use utilizes many multimedia features: Video,
audio, images. Figure 36: The results were obtained by the students
In evaluating the application model, evaluators (20 Teachers/
20 Students) are required to use the ITS system. After that,
users are asked to provide impression about the ITS system
through a survey.
In this way, effectiveness, efficiency and satisfaction of ITS
system were measured as shown in the above questions; the
results were very encouraging and promising.
The results of the evaluation of both groups (Teachers and
Students) are shown in Table 4, Figure35, Figure 36, and
Figure 37.

Table 3: Average scores of the evaluation of both Teachers

and Students
Figure 37: Comparison of results by Teachers and students
Question Teachers Students
6. CONCLUSION
It is easy to use the Tajweed ITS. 95 % 85 %
Many Muslims faces a lot of problems in reciting the Holy
The material in the system is very well
90 % 96 % Quran due to the numerous rules of Tajweed and shyness of
organized
It was easy to learn Tajweed using the ITS 100 % 100 %

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International Journal of Academic Pedagogical Research (IJAPR)
ISSN: 2000-004X
Vol. 2 Issue 3, March – 2018, Pages: 7-20

old people in making reading mistakes in front of the [12] Abu Naser, S. (2008). JEE-Tutor: An Intelligent
teacher. Tutoring System for Java Expression Evaluation.
Information Technology Journal, Scialert, 7(3), 528-
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International Journal of Academic Pedagogical Research (IJAPR)
ISSN: 2000-004X
Vol. 2 Issue 3, March – 2018, Pages: 7-20

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