The use of technology in education is increasingly growing and becoming more important in facilitating effective learning processes. Efforts to strengthen learning experiences creatively and innovatively have begun to receive attention among educators. Therefore, the i-Maal application has been developed and implemented in the teaching and learning sessions of the Fiqh al-Muamalat course. This study was conducted to examine the level of students' understanding on the concepts of Fiqh al-Muamalat and their perceptions on the use of the i-Maal application. This study used a quantitative research approach through the distribution of questionnaires as the research instrument. The study sample involved 98 students selected through simple random sampling from diploma and bachelor's degree programs at the Faculty of Contemporary Islamic Studies, Universiti Sultan Zainal Abidin (UniSZA). Based on the obtained results, the majority of students demonstrated a high level of understanding on specific topics in the Fiqh al-Muamalat course. The analysis of student feedback on the use of the i-Maal application reveals its usability to be at a low level. This indicates that the i-Maal application still needs improvement and enhancement to maximize its benefits. Creative and innovative teaching methods, such as developing new technologies in teaching and learning, need to be continuously implemented to enhance students' interest in mastering course content, which directly contributes to build a generation of financially literate and Sharia-compliant society. The impact of this will contribute to the strengthening of students' skills in understanding the principles of Islamic finance more deeply, while also promoting a holistic understanding of economic aspects that adhere to Shariah principles.
Ajit, G. (2021). A systematic review of augmented reality in STEM education. Studies of Applied Economics, 39 (1).
Akçay?r, M., & Akçay?r, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11. doi: 10.1016/j.edurev.2016.11.002.
Avila-Garzon, C., Bacca-Acosta, J., Duarte, J., & Betancourt, J. (2021). Augmented reality in education: An overview of twenty-five years of research. Contemporary Educational Technology, 13 (3).
Aziz, A. A. A. (2020). Integrating interactive learning materials in Islamic Finance education: A case study of i-Maal Application. Journal of Islamic Finance, 9 (2), 038-045.
Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. Computer Graphics and Applications, IEEE, 21 (6), 34-47.
Musazaki, Y. C. M., Norliza, G. & Puteri Suhaiza, S. (2022). Meneroka persepsi guru menggunakan teknologi realiti terimbuh dalam pengajaran dan pembelajaran. In Proceeding Graduate Research in Education Seminar 2022 (GREduc 2022) (p. 51-57).
Dünser, A., Walker, L., Horner, H., & Bentall, D. (2012). Creating interactive physics education books with augmented reality. In Proceedings of the 24th Australian computer-human interaction conference (p. 107-114).
Habib, M. A. (2019). Enhancing Learning Experience through Mobile Learning Applications: A Study on i-Maal Application. International Journal of Mobile Learning and Organisation, 13 (4), 301-315.
Haliza, I., Mariani, M. N., Mohd Nazri, A. R. (2022). Kelestarian pendidikan berkualiti: Pembangunan modul pembelajaran pola berasaskan pembelajaran berbalik dengan penggunaan realiti terimbuh. Jurnal Pendidikan Awal Kanak-kanak Kebangsaan, 11 (1), 80-90.
Hassan, N. N. N. (2019). Collaborative approach to developing educational applications: Insights from the i-Maal Project. International Journal of Educational Technology in Higher Education, 16 (3), 112-125.
Hidayat, H., Sukmawarti, S., & Suwanto, S. (2021). The application of augmented reality in elementary school education. Research, Society and Development, 10 (3), e14910312823-e14910312823.
Ismail, S. S. (2021). Assessing the effectiveness of interactive assessments in the i-Maal Application: A case study. Journal of Interactive Learning Research, 32 (1), 56-68.
Kalemku?, J., & Kalemku?, F. (2023). Effect of the use of augmented reality applications on academic achievement of student in science education: Meta analysis review. Interactive Learning Environments, 31 (9), 6017-6034.
Kul, H. H., & Berbe, A. (2022). The effects of augmented reality in a 7th-grade Science lesson on students' academic achievement and motivation. Journal of Science Learning, 5 (2), 193-203.
López-Belmonte, J., Moreno-Guerrero, A. J., López-Núñez, J. A., & Hinojo-Lucena, F. J. (2023). Augmented reality in education. A scientific mapping in Web of Science. Interactive learning environments, 31 (4), 1860-1874.
Mawar, W., Siti Fadzilah, M. N., & Hazura, M. (2022). Teknologi realiti terimbuh aplikasi mudah alih anatomi jantung manusia. ASEAN Journal of Teaching & Learning in Higher Education, 14 (1), 201-221.
Norhazleyna, H., Harozila, R., & Mohd. Zahuri, K. (2022). Kepentingan E-Modul dalam Pengajaran dan Pembelajaran Pendidikan Seni Visual. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7 (12), 1-11.
Nunnally, J. C., & Bernstein, I.H. (1994). Psychometric Theory. 3rd Edition. New York: Mc Graw Hill.
Athmar, H., Fauzan, T. A., Aisyah, M., Suresh, N., Mokhtar, S. & Farhana, S. (2022). Realiti terimbuh kubu peperangan British di Kelantan sebagai medium pembelajaran dalam konservasi warisan di Kelantan. International Journal of Creative Future and Heritage (TENIAT), 13-23.
Syuhada, M. S., Ibrahim, A. & Naim, C. P. C. H. (2020). The implementation of augmented reality in increasing student motivation: Systematic literature review. In IOP Conference Series: Materials Science and Engineering, 854 (1), 012043.
O'Connor, Y., & Mahony, C. (2023). Exploring the impact of augmented reality on student academic self-efficacy in higher education. Computers in Human Behavior, 149, 107963.
Özeren, S., & Top, E. (2023). The effects of augmented reality applications on the academic achievement and motivation of secondary school students. Malaysian Online Journal of Educational Technology, 11 (1), 25-40.
Radu, I., Hv, V., & Schneider, B. (2021). Unequal impacts of augmented reality on learning and collaboration during robot programming with peers. Proceedings of the ACM on Human-Computer Interaction, 4 (CSCW3), 1-23.
Rahman, M. R. (2018). User interface design principles for educational applications: Lessons learned from the i-Maal Project. Journal of Educational Technology Systems, 45 (3), 211-225.
S?rakaya, M., & Alsancak S. D. (2022). Augmented reality in STEM education: A systematic review. Interactive Learning Environments, 30 (8), 1556-1569.
Sotiriou, S., & Bogner, F. X. (2008). Visualizing the invisible: Augmented reality as an innovative science education scheme. Advanced Science Letters, 1 (1), 114-122.
Supriyanto, S., Joshua, Q., Abdullah, A. G., Tettehfio, E. O., & Ramdani, S. D. (2023). Application of augmented reality (AR) in vocational education: A systematic literature review. Jurnal Pendidikan Vokasi, 13 (2).
Nordin, N., Yusoff, Z. J. M., Daud, N., Mohammad, M., Ali, E. M. T. E., & Ismail, I. (2024). Understanding the Concept of Fiqh Al-Muamalat and Students’ Perception of the Use of the I-Maal Application. International Journal of Academic Research in Business and Social Sciences, 14(12), 62–71.
Copyright: © 2024 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
