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USING MULTIMEDIA TO LEARN THE BASIC ISLAMIC FUNERAL PROCEDURES

BY

WAN FAHMY
Higher Diploma in Multimedia, TMC Computer School, Singapore

THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE DEGREE OF BACHELOR OF MULTIMEDIA (HONS.) (VR) (by Research) in the Faculty of Creative Multimedia

MULTIMEDIA UNIVERSITY MALAYSIA


March 2012

The copyright of this thesis belongs to the author under the terms of the Copyright Act 1987 as qualified by Regulation 4(1) of the Multimedia University Intellectual Property Regulations. Due acknowledgement shall always be made of the use of any material contained in, or derived from, this thesis.

Wan Fahmy, 2012 All rights reserved

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DECLARATION

I hereby declare that the work has been done by myself and no portion of the work contained in this thesis has been submitted in support of any application for any other degree or qualification of this or any other university or institute of learning.

___________ Wan Fahmy

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ACKNOWLEDGEMENTS

I would like to thank Dr. Ken Neo for his guidance since the foundation years, for the key to progressing to the advanced levels is to have a firm understanding of the fundamentals.

Thanks also to Mr. Fazidin bin Jabbar for his innovative ideas and methods of solving confusing technical problems.

Last, but not least, my heartfelt thanks to Kak Nor Rofeah binti Abdullah Sani for her motivation and support; for believing that my thesis subject is worth the time and effort.

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DEDICATION

I dedicate this thesis to my parents whose unconditional love never fail to motivate me. I also dedicate this thesis to my siblings (Wan Shekha, Wan Fareed and Wan Nadia) who have been supporting me in all ways possible. Last, but not least, to my beloved wife (Siti A'isyah) and son (Wan 'Umar), thank you very much for your patience and understanding.

Wan Fahmy Virtual Reality, FCM Multimedia University

ABSTRACT

Using multimedia to learn the basic Islamic funeral procedures

The focus of this research is to find out whether Muslim youths in general know how to perform the basic Islamic funeral procedures in the event of death in their family; namely washing, shrouding, praying for and burying the deceased. Based on the reports produced, through the questionnaires disseminated online via emails and online social networks, it was found that most of those in the targeted group, mainly Muslim tertiary students, aged between 16-28 years old, are unaware and uninterested. This is due to their naive nature; easily influenced by peers and the media; and more inclined towards entertainment (Fatimah Yusoff, 2006).

This research aims to find out the cause of this problem and come up with an appealing solution. The target group will be provided with the necessary information through the use of multimedia, which will not only ease the learning of the mentioned procedures, but also make it interesting to learn and practice (Shank, 2005). As the youths are leaders of the future, it is important that they are well-equipped with the necessary knowledge and able to apply them when the need arises, for it is through practice that knowledge is acquired and preserved (Abu Muhammad, 2004).

KEYWORDS: Multimedia, Learn, Perform, Procedure, Islamic Funeral

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TABLE OF CONTENTS

COPYRIGHT PAGE DECLARATION ACKNOWLEDGEMENTS DEDICATION ABSTRACT TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES PREFACE

ii iii iv v vi vii ix x xi

CHAPTER 1: INTRODUCTION 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 Introduction Research Background Research Questions Justification for the Research Research Methodology Scope of Research Thesis Outline Definitions

1 1 1 2 2 2 3 3 3

CHAPTER 2: LITERATURE REVIEW 2.1 2.2 2.3 2.4 2.5 2.6 Introduction Research Areas Research Findings Analysis and Interpretation Conclusion References

5 5 5 5 7 7 8

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CHAPTER 3: METHODOLOGY 3.1 3.2 3.3 3.4 3.5 Introduction Research Design Scope and Sample Research Instruments Implementation/Procedure

9 9 9 9 10 11

CHAPTER 4: ANALYSIS AND RESULTS 4.1 4.2 4.3 Introduction Presentation of Data Analysis and Results of Data

16 16 16 17

CHAPTER 5: DISCUSSION AND CONCLUSION 5.1 5.2 5.3 5.4 5.5 5.6 Introduction Background Addressing the Research Questions Conclusion Limitations Recommendations and Future Research

19 19 19 19 20 21 21

APPENDIX A

22

REFERENCES

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LIST OF TABLES

4.1 4.2 4.3

Participants' gender and age Questions pertaining participants' prior knowledge on funeral matters Questions pertaining participants' opinions on using multimedia to learn the Islamic funeral procedures

16 16

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LIST OF FIGURES

3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8

Sample image of washing the deceased Sample image of the deceased prior to shrouding Sample image of the deceased fully shrouded Sample image of the funeral prayer Sample image of the positioning of the deceased during the funeral prayer Sample image of the lahd grave Sample image of the shaq grave Cross-sectional view of the grave

11 12 12 13 13 14 14 15

PREFACE

The topic of the thesis had been long lingering in the mind of the author. First and foremost, this thesis was meant to serve as a reminder for the author himself. Through the author's observation, having various relationships with family, friends, acquaintances, peers and colleagues, he noticed that many of them, specifically believers of the Islamic faith, did not have the proper ground understanding of their own religion and its teachings; thus leading to the lack of interest and only using religion as and when deemed necessary, for personal gain.

While there are many issues to undertake, the author chose an important aspect of life; Death. In Islam, there are many rules and regulations, meant to serve as guides for its followers, even in death. As such, through this thesis, the author would like to make the Islamic rituals and practices accessible to its followers in an appealing manner that would generate interest to its followers to practice with sincerity and understanding.

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CHAPTER 1: INTRODUCTION

1.1

Introduction

This chapter will provide an introduction of the research, which includes the focus and background of the research, the research questions, why this research was done, how it was executed, the scope of the research, the thesis outline and a glossary of definitions of unfamiliar terms used during the course of the research.

1.2

Research Background

The focus of this research is to find out if the Muslim youths in general know how to perform the basic Islamic funeral procedures in the event of a death in their family, namely the washing (ghusl), shrouding (kafan), funeral prayer (solatul-janazah) and burying the deceased (janazah).

The current problem is that most Muslim youths are not aware and not interested in the Islamic rituals and practices. They are easily influenced by their peers and the media; are more interested in having fun; and are more inclined towards entertainment (Fatimah Yusoff, 2006). There are also those who are not exposed to any Islamic environment or knowledge (Pustaka Salam, 2005). As such, they do not know that in the Islamic jurisprudence (fiqh), the status of undertaking the funeral procedures is a communal obligation (fard kifayah) (Tobing, 2009). Even if they are aware and interested, they have limited knowledge as to how to perform them (Telaga Biru, 2009).

This research aims to create the awareness of the importance of this issue, as well as easing the learning process, through the use of multimedia technology, so that one is prepared and able to perform the funeral procedures when required. The use of multimedia technology incorporates visual, aural and interactive elements, requiring the use more than one of the human senses in the learning process, making the tasks easier to understand (Shank, 2005).

1.3

Research Questions

i.

Do the Muslim youths know how to perform the basic Islamic funeral procedures?

ii. Can a multimedia application help in generating interest, as well as ease the learning of the Islamic funeral procedures?

1.4

Justification for the Research

With the ever-increasing level of ignorance and disinterest among Muslim youths towards their religion; in knowledge acquisition and practice (Omar Marzuki, 2006), there is a need to create an awareness and rekindle their interests in this issue.

This research aims to find out the cause of this problem and come up with a solution that will appeal to the target group. In this age of multimedia where information is readily accessible in various forms, it is through this medium that this research aims to provide the target group with the relevant information, in a more presentable and appealing manner, that will not only ease the learning of the mentioned procedures, but also make it interesting to learn and practice (Telaga Biru, 2009).

1.5

Research Methodology

Data will be collected by using questionnaires, divided into two parts; the first consisting of close-ended questions; and the second adopting the Likert Scale method, related to the research. This will be done electronically via emails and online social networks, e.g. Facebook, after which the data will be analysed and the reports will be produced based on the analysis.

1.6

Scope of Research

The targeted group for this research is Muslim youths, aged between 16-28 years old.

1.7

Thesis Outline

The following is an outline of what each chapter will cover:

i.

Chapter 1 will provide the research background, research questions, justification for the research, research methodology, scope of research, thesis outline and a glossary of definitions of unfamiliar terms.

ii. Chapter 2 will discuss an overview of the existing literature on related works done by other researchers.

iii. Chapter 3 will provide a detailed report on the data collection methods in this research.

iv. Chapter 4 will report on the results and analysis of the data collected.

v. Chapter 5 will discuss the implications of the results and provide recommendations for the research.

1.8

Definitions (quoted from Understanding the Janazah [DVD])

Fard Kifayah - A communal obligation; if some Muslims perform it, the obligation is considered fulfilled by all; and if none does, all Muslims are considered sinful.

Fiqh - The ability to understand and derive conclusions from the available evidence. It is often applied to the subject of 'Islamic jurisprudence' that deals with the practical regulations in Islam.

Ghusl - A ritual bath required after intercourse, or ejaculation, or after a woman becomes clean from her menses. Also performed on the deceased by those who wash the deceased.

Janazah - The funeral process for a deceased, which includes washing the body, shrouding the body, the funeral prayer, and burying the deceased in a designated grave.

Kafan - To shroud. To use a sheet (or sheets) of cloth to cover the deceased during the process of shrouding the body.

Muslim - A believer in or follower of Islam; a servant of Allah (God).

CHAPTER 2: LITERATURE REVIEW

2.1

Introduction

This chapter will focus on the area of research, the target group of the research, as well as the research findings which are based on existing literature on related works done by other researchers, either in terms of Islamic rituals and practices or usage of multimedia in education. The data gathered will be analysed, interpreted and then concluded toward the end of the chapter. References made are also listed at the end of the chapter.

2.2

Research Areas

This research is targeted to Muslim youths, male and female, aged 16-28. This particular group is targeted because they have a certain level of inquisitiveness, are impressionable and willing to try almost anything (Fatimah Yusoff, 2006).

The research is generally focused on two areas:

i.

Knowledge and Awareness To find out if the target group knows how to perform the basic Islamic funeral procedures in the event of a death in their family; namely the washing, shrouding, funeral prayer and burying the deceased.

ii. Using Multimedia to Generate Interest To find out if the usage of multimedia will enable to generate interest and ease the learning and performing of Islamic rituals and practices, specifically the funeral procedures.

2.3

Research Findings

For each area of concern, research has found that there were several causes for the lack of knowledge and awareness toward the Islamic rituals and practices, as well as several alternatives to generate interest in them. 5

i.

Limited or Lack of Knowledge

a. It was found that most Muslim youths were not aware and did not know much, if any, about the Islamic rituals and practices. They are easily influenced by what they see and hear, more interested in having fun and more inclined towards entertainment (Fatimah Yusoff, 2006).

b. There are also those who have not been exposed to any Islamic environment or knowledge (Pustaka Salam, 2005). As such, they do not know that in Islam, undertaking the funeral procedure is a communal obligation (Tobing, 2009). Many are also not aware that it is the right of the family members of the deceased to lead the funeral prayer (M. Salleh, 2008).

c. Another group are from those who are aware these rituals and practices exist, but they have no background or limited knowledge as to how to perform them (Telaga Biru, 2009). There are also those who know that they have responsibilities to bear and carry out, but they still proceed with their heedlessness (Harun Yahya, 2002).

ii. Role of Multimedia

a. The objective is to generate the interest of the target group in the Islamic rituals and practices through the use of multimedia. Multimedia expands the boundaries of teaching and learning (Norhayati & Siew, 2004), where it incorporates the use of more than one medium, e.g. text, graphics, sound, animation, etc., to communicate a message. It also has the potential to appeal to a large audience (Shank, 2005). Research has found that the use of multimedia in learning has proven to boost interest and understanding, especially when tailored to the needs of the recipients (Shank, 2005; SEG Research, 2008).

b. Some multimedia applications e.g. simulators, have interactive elements that allow users to perform hands-on tasks to complete an assignment. Practical

application and participation makes learning natural (Yeung, 2009; Mills, 2009).

2.4

Analysis and Interpretation

It was found that the cause of limited or lack of knowledge of the Islamic rituals and practices were due to not being exposed to the Islamic rituals and practices. After exposing them to such rituals and practices through the usage of multimedia, they then should be educated as to the importance of these rituals and practices. This can be done by making them more accessible and presented in an appealing and attractive manner (Telaga Biru, 2009).

It was also found that multimedia played a big role as it used a more holistic approach that was engaging to the users, hence enhancing learning capability (Norhayati & Siew, 2004; SEG Research, 2008).

However, the multimedia elements have to be presented in an effective manner, not simply adding whatever you have, as it may cause redundancy or even wastage of resources (Shank, 2005). Therefore it is important to identify the target audience so that a tailored application can be presented to them.

2.5

Conclusion

In conclusion, the research has found that the two areas of concern can be solved through the usage of multimedia:

i.

To use multimedia as the medium of delivering the message; making it accessible to the youths through mass media, e.g. television, radio, newspapers, books, internet, mobile phones, tablets, gadgets, etc.

ii. To use multimedia as the educating tool; using the visuals to represent how to perform certain rituals; using sound for clarity and pronunciation; using animation to demonstrate the practices, etc.

2.6

References

i.

Abu Muhammad, (2004). Memperkasa Agenda Pembinaan Insan Terhadap Remaja Masa Kini. Cahaya.

ii.

Fatimah Yusoff, Prof. Dr., (2006). Gejala Sosial Remaja - Pandangan Dr Fatimah Yusoff.

iii. iv.

Harun Yahya. (2002). Never Forget. M. Salleh bin A. Hamid. (2008). Panduan Ilmu Fiqh Syeikh Omar Al-Khatib (Jilid 2) (2nd ed.).

v. vi.

Mills, A. (2009, September). The Call of the Wald, Edutopia. Norhayati Abd Mukti, & Siew, Pei Hwa. (2004). Malaysian Perspective: Designing Interactive Multimedia Learning Environment for Moral Values Education. Educational Technology & Society.

vii.

SEG Research. (2008). Understanding Multimedia Learning: Integrating Multimedia in the K-12 Classroom.

viii. ix. x. xi.

Shank, P., (2005). The Value of Multimedia in Learning. Telaga Biru Sdn Bhd., (2009). Kata Penerbit, Indahnya Hidup Bersyariat. Tobing, H. (Producer, Director), (2009). Understanding the Janazah. Yeung, B. (2009, September). The Big Questions, Edutopia.

CHAPTER 3: METHODOLOGY

3.1

Introduction

This chapter will provide a detailed report on the data collection methods in this research; what was the method used to, who was the target group, how the data was gathered and how it was implemented. From the scope of the target group, a sample group was selected to answer a list of questions pertaining to the research.

3.2

Research Design

The quantitative method of using a questionnaire was used to gather the data for this research. This is a reliable method to obtain statistics involving large sample sizes. Other advantages of using the qualitative method of questionnaire are:

i.

Questionnaires are easy to analyse as the data collected could be easily tabulated using many computer software packages.

ii. Questionnaires are familiar to most people as nearly everyone has had some experience completing questionnaires. iii. Questionnaires reduce bias as the questions for the target group are the same. iv. Questionnaires are less intrusive than telephone or face-to-face surveys as the participants are free to complete the questionnaire in their own time (Walonick, 2010). 3.3 Scope and Sample

The targeted group for this research was Muslim students, both male and female, aged between 16-28 years old, studying in tertiary institutions, pursuing further education, as well as some fresh graduates already working, in Singapore and Malaysia. The sample group is those who have access to the internet, emails or social networks. A minimum number of 100 Muslim youths from various backgrounds were targeted to participate in the survey to make up the sample. Along with the collected data, 9

secondary resources in the form of published articles and literatures were used to support the survey results.

3.4

Research Instruments

The survey was carried out in the form of a questionnaire (See Appendix). The questionnaire was divided into three sections:

i.

General Information This section requests for the gender and age of the participants. The age range was divided into 3 parts; 16-20, 21-24 and 25-28 years old. This was done for validation purposes.

ii. Funeral Matters This section consists of closed-ended questions asking the participants of their knowledge and background of the Islamic funeral procedures.

iii. Using Multimedia The questions in this section were structured using the Likert Scale method, whereby five choices were provided for every question or statement, representing the degree of agreement. The following is a sample of the scale used: 1. Strongly disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly agree

The Likert Scale method was adopted in this section as this enabled the participants to answer the survey easily. In addition, this method allowed the researcher to carry out the quantitative approach effectively with the use of statistics for data interpretation (Walonick, 2010).

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The survey was done electronically via the internet through emails and online social networks, e.g. Facebook, after which the data was analysed and the reports produced were based on the analysis.

3.5

Implementation/Procedure

A simple 3D application of the Islamic funeral procedures was created for the participants to test. This application consists of the four basic steps of the funeral procedures; the washing, shrouding, funeral prayer and burying the deceased.

Before answering the questions in this section, participants were directed to an online sample and video presentation of the application. After a test run of the application and watching the video, which may last as long as 15 to 30 minutes at most, the participants were asked for their opinions regarding the usage of multimedia in the learning of the Islamic funeral procedures in the questionnaire provided.

Figure 3.1 Sample image of washing the deceased (Tobing, 2009).

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Figure 3.2 Sample image of the deceased prior to shrouding (Tobing, 2009).

Figure 3.3 Sample image of the deceased fully shrouded (Tobing, 2009).

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Figure 3.4 Sample image of the funeral prayer (Tobing, 2009).

Figure 3.5 Sample image of the positioning of the deceased during the funeral prayer (Tobing, 2009).

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Figure 3.6 Sample image of the lahd grave (Tobing, 2009).

Figure 3.7 Sample image of the shaq grave (Tobing, 2009).

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Figure 3.8 Cross-sectional view of the grave. (Image courtesy of http://islom.uz)

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CHAPTER 4: ANALYSIS AND RESULTS

4.1

Introduction

This chapter will present the data collected and tabulated according to their specific sections. The data will then be analysed and the results obtained from the analysis.

4.2

Presentation of Data

A minimum of 100 youths were targeted to participate in the survey. However, the research managed to gather a total of 150 youths in all.

Table 4.1 Participants' gender and age Section 1 General Information 1 Gender Male Female 16-20 2 Age 21-24 25-28 63 87 45 53 52

Table 4.2 Questions pertaining participants' prior knowledge on funeral matters Section 2 Funeral Matters Questions 3 4 5 6 7 8 9 Aware of Islamic rituals and practices Have attended funeral/s before Have theoretical knowledge of funeral procedures Able to perform funeral procedures Interested to perform funeral procedures Know there are differences between different death cases Know that funeral procedures is a communal obligation Yes 131 140 77 38 123 98 123 130 No 19 10 73 112 27 52 27 20

10 Know that funeral is right and priority of closest family members to perform

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Table 4.3 Questions pertaining participants' opinions on using multimedia to learn the Islamic funeral procedures Section 3 Using Multimedia Strongly Disagree Neutral Disagree 3 7 3 2 5 5 6 3 2 11 60 36 29 23 24

Questions

Agree 67 68 72 78 69

Strongly Agree 15 33 43 45 41

11 Learnt anything new from multimedia video 12 Multimedia is an effective tool 13 Multimedia able to spark interest 14 Multimedia able to create awareness 15 Multimedia able to enhance and ease learning 4.3 Analysis and Results of Data

i.

General Information According to the results of the survey from the general information of the participants, the majority were female, making up 58% of the sample group, whereas the males made up the remaining 42%. This indicated that females were more receptive and responsive toward this survey.

As for the age group, youths aged 16-20 made up only 30% of the sample group, while those aged 21-24 and 25-28 made up 35.3% and 34.7% of the sample group respectively. This showed that the age groups were almost evenly distributed with an average of 30-35% each.

ii. Funeral Matters The results of the survey showed that majority of the youths have a certain level of awareness of the existence of the Islamic funeral procedures. 51.3% indicated that they had theoretical knowledge of the Islamic procedures, whereas the remaining 48.7% did not. However, in spite of the prior knowledge at hand, 74.7% of the sample group indicated they were unable to practically perform them. 17

iii. Using Multimedia With regards to using multimedia, a significant majority of the youths agreed that multimedia is an effective learning medium, whereby it would be able to generate interest, create awareness, as well as enhance and ease the learning of the Islamic funeral procedures. However, a significant 40% of the sample group neither agreed nor disagreed that they had learnt something new after using the application and watching the video which they were referred to.

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CHAPTER 5: DISCUSSION AND CONCLUSION

5.1

Introduction

As a follow up to the previous chapter, this chapter will discuss the implications of the results, compare the findings to the hypotheses of the research questions and come out with the conclusions based on the interpretation of the findings. After making recommendations and pointing out the limitations of this research, suggestions for further research areas to be explored are also included.

5.2

Background

As stated in Chapter 1, this research had two main objectives. The first was to find out if the Muslim youths in general know how to perform the basic Islamic funeral procedures in the event of a death in their family, namely the washing, shrouding, funeral prayer and burying the deceased.

The second was to find out if the usage of multimedia will create more awareness and generate interest in youths to perform the Islamic funeral procedures, as well as ease its learning.

5.3

Addressing the Research Questions

i.

Do the Muslim youths know how to perform the basic Islamic funeral procedures?

a. Based on the data gathered from the survey, it was found that majority of the youths have a certain level of awareness of the existence of the Islamic funeral procedures, indicating that they were not totally ignorant about them.

b. Slightly more than half (51.3%) of the sample group answered in the affirmative that they had theoretical knowledge of the Islamic procedures. As the execution of the funeral procedures require prior theoretical knowledge, this indicated that this group has had experience in a funeral, has attended a

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funeral management course, or has read up quite a bit on the funeral procedures.

c. However, in spite of having prior knowledge, 74.7% of the sample group indicated they were unable to practically perform them. This may be due to not being confident to be able to perform the funeral procedures accordingly or not having sufficient first-hand experience in handling the deceased.

ii. Can a multimedia application help in generating interest, as well as ease the learning of the Islamic funeral procedures?

a. With regards to using multimedia, a significant majority of the youths agreed that multimedia is an effective learning medium, whereby it would be able to generate interest, create awareness, as well as enhance and ease the learning of the Islamic funeral procedures.

b. However, a significant 40% of the sample group were neutral as to whether they had learnt something new after using the application and watching the video that they were referred to.

5.4

Conclusion

In conclusion, the research has found that the two areas of concern can be solved through the usage of multimedia:

i.

To those who do not know, or are not aware of the Islamic funeral procedures, multimedia can be used as the medium of delivering the message; making it accessible to the youths through mass media, e.g. television, radio, newspapers, books, internet, mobile phones, tablets, gadgets, etc.

ii. To those who have prior knowledge, or have a certain level of awareness of the Islamic funeral procedures, multimedia can be used as the educating tool; using the visuals to represent how to perform certain rituals; using sound for clarity and pronunciation; using animation to demonstrate the practices, etc. 20

5.5

Limitations

Time was a major factor during the course of this research. The limited timeline led to the limited resource research and acquisition. The sample multimedia application which was developed for the participants to test, although in its simplest format, also suffered from several bugs. The researcher also faced difficulties in managing the survey as the participants could not respond within the stipulated deadline.

5.6

Recommendations and Future Research

i.

In the context of the Islamic funeral procedures, the areas covered can be refined, covering the more minute details of the procedures. Potential researchers might also explore cases of unnatural deaths; deaths due to natural disaster, mass deaths, etc.

ii. On a wider scale and context, research in other areas of the Islamic rituals and practices can also be done, such as the following:

a. how to perform ablution; what to do when there is no water;

b. the details of the obligatory and optional prayers;

c. how to perform the slaughter of animals;

d. how to perform the pilgrimage to Mecca;

e. and many others.

There are many credible Islamic scholars, as well as texts to refer to for these purposes.

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APPENDIX A: SURVEY QUESTIONS

USING MULTIMEDIA TO LEARN THE BASIC ISLAMIC FUNERAL PROCEDURES I am researching on whether the Muslim youths are aware of the basic Islamic funeral procedures. Please spare some time to participate in this survey. Thank you.

A. General Information

1.

What is your gender? Male Female

2.

What is your age? 16-20 21-24 25-28

B. Funeral Matters 3. Are you aware of the various Islamic rituals and practices, e.g. Islamic funeral? Yes No

4.

Have you attended/witnessed any Muslim funerals? Yes No

5.

In theory, do you know the basic Islamic funeral steps and procedures? Yes No

6.

In practice, will you be able to perform the funeral procedure on a deceased family member? Yes No

7.

If given the opportunity, will you want to perform the funeral procedure? Yes No

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8.

Do you know that there are slight but significant differences in performing the funeral procedures between a deceased male and female, adult and child, natural death and unnatural death, etc.? Yes No

9.

Do you know that performing the Islamic funeral procedure is a communal obligation (fardhu kifayah), i.e. if some Muslims perform it, the obligation is considered fulfilled by all; and if none does, all Muslims are considered sinful? Yes No

10. Do you know that it is the right and priority of the closest family members of the deceased to perform the funeral procedures? Yes No

C. Using Multimedia

Please watch this video (http://www.youtube.com/watch?v=859RopdM7q0) and proceed to answer the following questions:

11. After watching the video, did you learn anything new about the Islamic funeral procedures? 1. 2. 3. 4. 5. Strongly disagree Disagree Neutral Agree Strongly agree

12. Do you agree that multimedia is an effective tool to learn the Islamic funeral procedures? 1. 2. 3. 4. 5. Strongly disagree Disagree Neutral Agree Strongly agree

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13. Do you think the use of multimedia will spark interest among youths you to learn more about the Islamic rituals and practices? 1. 2. 3. 4. 5. Strongly disagree Disagree Neutral Agree Strongly agree

14. Can the usage of multimedia create awareness among youths about the Islamic rituals and practices? 1. 2. 3. 4. 5. Strongly disagree Disagree Neutral Agree Strongly agree

15. Do you think multimedia can enhance, as well as ease the learning of the Islamic funeral procedures? 6. 7. 8. 9. Strongly disagree Disagree Neutral Agree

10. Strongly agree

Thank you for participating in the survey.

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REFERENCES

Abu Muhammad, (2004). Memperkasa Agenda Pembinaan Insan Terhadap Remaja Masa Kini. Cahaya [Online], 22-23. Available: http://www.islam.gov.my/cms/upload/pen/cahaya/cahaya_okt04.pdf [2011, November 7].

Fatimah Yusoff, Prof. Dr., (2006). Gejala Sosial Remaja - Pandangan Dr Fatimah Yusoff [Online]. Available: http://www.islam.gov.my/gejala-sosial-remaja-pandangan-dr- fatimah-yusuf-cahaya-oktober [2011, November 7].

Harun Yahya. (2002). Never Forget. New Delhi, India: Millat Book Centre.

M. Salleh bin A. Hamid. (2008). Panduan Ilmu Fiqh Syeikh Omar Al-Khatib (Jilid 2) (2nd ed.), Eunos Crescent, Singapore: SAH Publication.

Mills, A. (2009, September). The Call of the Wald, Edutopia, 5(4), 44-48.

Mustofa Al-Khin, Dr., Mustofa Al-Bugho, Dr., & Ali Asy-Syarbaji. (2005). Daripada Penerbit, Kitab Fikah Mazhab Syafie. Kuala Lumpur, Malaysia: Pustaka Salam Sdn Bhd.

Norhayati Abd Mukti, & Siew, Pei Hwa. (2004). Malaysian Perspective: Designing Interactive Multimedia Learning Environment for Moral Values Education. Educational Technology & Society [Online] Available: http://www.ifets.info/journals/7_4/14.pdf [2011, December 12]

Omar Marzuki, (2006). Gila-Gila Remaja [Online]. Available: http://www.islam.gov.my/gila-gila-remaja-olehomar-marzuki [2011, November 10]

SEG Research. (2008). Understanding Multimedia Learning: Integrating Multimedia in the K-12 Classroom [Online]. Available: http://s4.brainpop.com/new_common_images/files/76/76426_BrainPOP_White_Pape 20090426.pdf [2011,December 12] r-

Shank, P., (2005). The Value of Multimedia in Learning [Online]. Available: http://www.adobe.com/designcenter/thinktank/valuemedia/The_Value_of_Multimedi November 7]. a.pdf [2011,

Telaga Biru Sdn Bhd., (2009). Kata Penerbit, Indahnya Hidup Bersyariat. Kuala Lumpur, Malaysia: Telaga Biru Sdn Bhd.

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Tobing, H. (Producer, Director), (2009). Understanding the Janazah [DVD]. (Available from http://www.ajmalpictures.com)

Walonick, D., (2010). A Selection from Survival Statistics [Online]. Available: http://www.statpac.com/surveys/advantages.htm [2012, January 2].

Yeung, B. (2009, September). The Big Questions, Edutopia, 5(4), 18-19.

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