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AN ISLAMIC ANIMATED INFOGRAPHIC MODEL FOR DA’WAH DISSEMINATION: A CASE STUDY OF PROPHET’S SUNNAH IN EATING AND DRINKING NUR NAZIHAH BINTI RAHIM MASTER OF ART 2017

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AN ISLAMIC ANIMATED INFOGRAPHIC

MODEL FOR DA’WAH DISSEMINATION:

A CASE STUDY OF PROPHET’S SUNNAH

IN EATING AND DRINKING

NUR NAZIHAH BINTI RAHIM

MASTER OF ART

2017

An Islamic Animated Infographic Model

for Da’wah Dissemination:

A Case Study of Prophet’s Sunnah

in Eating and Drinking

By

Nur Nazihah binti Rahim

A thesis submitted in fulfillment of the requirements for the degree

of Master of Art

Faculty of Creative Technology and Heritage

UNIVERSITI MALAYSIA KELANTAN

2017

THESIS DECLARATION

I hereby certify that the work embodied in this thesis is the result of the original

research and has not been submitted for a higher degree to any other University or

Institution.

OPEN ACCESS I agree that my thesis is to be made immediately

available as hardcopy or on-line open access (full text).

EMBRAGOES I agree that my thesis is to be made available as

hardcopy or on-line (full text) for a period approved by

the Post Graduate Committee.

Dated form___________ until _____________

CONFIDENTIAL (Contains confidential information under Official

Secret Act 1972)*

RESTRICTED (Contains restricted information as specified by the

organization where research was done)*

I acknowledge that University Malaysia Kelantan reserves the right as follows.

1. The thesis is the property of University Malaysia Kelantan.

2. The library of University Malaysia Kelantan has the right to make copies for

the purpose of research only.

3. The library has the right to make copies of the thesis for academic exchange.

________________________

Signature

______________________

Main Supervisor Signature

_________________________

I/C Number

Date:

______________________

Name of Main Supervisor

Date:

i

ACKNOWLEDGEMENT

In the name of Allah S.W.T, the Most Gracious and the Most Merciful. All

praises are due to Him, the Almighty Creator. I thank Allah for giving me the

strength and patience that has enabled me to complete this thesis. First and

foremost, I would like to express my affection to my beloved parents, Rahim bin

Taib and Rokiah binti Hamid and also to my siblings. Thank you for giving me

with overwhelming patience, love, motivation, support and inspiration that have

greatly facilitated to my completion of thesis.

My sincere, gratitude and appreciation goes to main supervisor, Dr. Nik

Zulkarnaen bin Hj. Khidzir, co-supervisor, Dr. Anuar bin Mohd Yusof and field

supervisor, Asst. Prof. Dr. Aznan Zuhid bin Saidin (IIUM) for their constructive

ideas, invaluable guidance, encouragement and patience throughout this journey.

My gratitude also goes to the Ministry of Higher Education of Malaysia for

granting me the scholarship which is MyBrain15.

Many people give their endless support either directly or indirectly for my

study. I would like to thank to Assoc. Prof. Ahamad Tarmizi bin Azizan, Dean of

the Faculty of Creative Technology and Heritage, UMK and former Dean of this

faculty, Assoc. Prof. Hj. Ab. Aziz bin Shuaib. My thanks also goes to Prof. Dr.

Ibrahim bin Busu, Dean of Postgraduate Studies, UMK and former Dean

Postgraduate Studies, Prof. Dr. Mohd Azzam Khan bin Goriman Khan. I am also

greatly indebted to the experts and respondents who have agreed and involved to

become a part of my research study. A note of thanks also goes to all my

ii

colleagues and lecturers at FTKW and FKP from UMK and also my friends and

lecturers from my previous university, IIUM for their moral support, guidance,

encouragement and friendship. May Allah reward us with His blessings.

iii

TABLE OF CONTENTS

PAGE

THESIS DECLARATION i

ACKNOWLEGMENT ii

TABLE OF CONTENTS iv

LIST OF TABLES ix

LIST OF FIGURES xi

LIST OF ABBREVIATIONS xiii

ABSTRAK xiv

ABSTRACT xv

CHAPTER 1 INTORUDCTION

1.1 Background of the Study 1

1.2 Problem Statement 4

1.3 Research Questions 6

1.4 Research Objectives 7

1.5 Significance of the Study 8

1.6 Scope of the Thesis 9

1.7 Definition of Key Terms 9

1.7.1 Islamic Animated Infographic 9

1.7.2 Maqāsid al-Sharī’ah 10

1.7.3 Sunnah 10

1.7.4 Da’wah 10

iv

1.7.5 Da’ē 11

1.7.6 Mad’u 11

1.7.7 Maudu’ 11

1.7.8 Manhaj 12

1.7.9 Wasā’il 12

1.7.10 Uslub 12

1.7.11 Techno-da’ē 13

1.8 Organization of the Thesis 13

1.9 Summary 14

CHAPTER 2 LITERATURE REVIEW

2.1 Introduction 15

2.2 Infographic 16

2.2.1 Types of Infographics 17

2.2.2 Static Infographic 19

2.2.3 Interactive Infographic 20

2.2.4 Motion Graphics 21

2.3 Definitions and Conceptualization of Animated 22

Infographics

2.4 Previous Studies in Islamic Animated Infographic as a 23

Da’wah Medium

2.5 Model for Islamic Animated Infographic 24

2.6 Current Research Issues 40

v

2.6.1 Information 41

2.6.2 Information in Da’wah View 45

2.6.3 Communication 53

2.6.4 Communication in Da’wah View 59

2.6.5 Technology 62

2.6.6 Technology in Da’wah View 87

2.7 Summary 94

CHAPTER 3 METHODOLOGY

3.1 Overview of Chapter 95

3.2 Research Framework 95

3.3 Research Flowchart 96

3.4 Research Design 99

3.5 Research Instrument Development 101

3.6 Expert Assessment Worksheet 103

3.6.1 Design of Expert Assessment Criteria 103

3.6.2 Scale of Expert Assessment Worksheet 105

3.7 Survey Questionnaire 105

3.7.1 Organization of the Survey Questionnaire 105

3.7.2 Scale 106

3.7.3 Translation 107

3.7.4 Questionnaire Design Framework 108

3.8 Population and Sample Size 111

vi

3.9 Sampling Design 112

3.10 Data Collection Procedure 115

3.11 Prototype Design 116

3.11.1 Storyboard 116

3.11.2 Design for Case Study 121

3.11.3 Platform 128

3.12 Summary 130

CHAPTER 4 RESULT AND DISCUSSION

4.1 Overview of Chapter 131

4.2 Expert Assessment on the Prototype Design 132

4.2.1 Analysis of Expert Assessment 134

4.2.2 Mean Score of Expert Assessment 134

4.2.3 Expert Assessment Reliability Test for Prototype 138

Design

4.3 Analysis of Survey 139

4.3.1 Demographic Data 140

4.3.2 Descriptive Analysis 141

4.3.2.1 Mean Scores for Acceptance Level 142

4.3.2.2 Mean Scores for Information Element 145

4.3.2.3 Mean Scores for Communication Element 148

4.3.2.4 Mean Scores for Technology Element 152

vii

4.3.3 Reliability Test 156

4.3.4 Mean Scores of Islamic Animated Infographic 158

Elements

4.3.5 T-Test (Independent-samples) 160

4.4 Discussion 163

CHAPTER 5 CONCLUSION

5.1 Overview of Chapter 173

5.2 Recapitulation of the Study Findings 173

5.3 Contribution of the Research 174

5.3.1 Theoretical Contribution 175

5.3.2 Practical Implication 175

5.4 Conclusion 177

5.5 Limitations and Suggestions for Future Studies 178

REFERENCES 180

APPENDIX A 189

APPENDIX B 190

APPENDIX C 194

APPENDIX D 207

APPENDIX E 208

APPENDIX F 209

LIST OF PUBLICATIONS 210

LIST OF AWARD 211

viii

LIST OF TABLES

NO. PAGE

1.1 Summary of research objectives, research questions, issues 7

and process

2.1 Da’wah methods in Islam 30

2.2 Elements of attraction in manhaj of da’wah 32

2.3 Da’wah content for Muslim and non-Muslim 34

2.4 Guideline in preaching from Dr. Yusuf Al-Qaradawi 35

2.5 Examples of the earlier people that have been destroyed by 38

Allah which mentioned in the Holy Qurān

2.6 Information which allowed in Islam 48

2.7 Information which prohibited in Islam 51

2.8 The words about communication activities that have 61

mentioned in Qurān

2.9 Types of color scheme 71

2.10 Types of color in the Qurān 73

2.11 Examples of the tools as technologies used at the time of 89

the Prophets

2.12 The summary of Islamic animated infographic as a tool for 92

the da’wah dissemination

3.1 Discussed assessment items in the prototype design 104

3.2 Framework and focus activities to develop a questionnaire 109

3.3 Sample size of study 112

3.4 Sampling design and the respondents involved 114

ix

3.5 Characteristics of experts involved in the validation of 114

prototype design

3.6 Development of storyboard 117

4.1 Comments of the experts based on the prototype design 132

4.2 Expert assessment on prototype design 135

4.3 Reliability test 138

4.4 Respondents demographic 140

4.5 Item codes for acceptance level 143

4.6 Mean scores of acceptance level 144

4.7 Item codes for information element 146

4.8 Mean scores of information element 147

4.9 Item codes for communication element 149

4.10 Mean scores of communication element 150

4.11 Item codes for technology element 152

4.12 Mean scores of technology element 154

4.13 Reliability test for respondents 157

4.14 Mean for overall elements in Islamic animated infographic 159

4.15 T-Test for expertise 160

x

LIST OF FIGURES

NO. PAGE

2.1 Types of infographics 17

2.2 Static infographic 19

2.3 Interactive infographic 20

2.4 Motion graphics 21

2.5 Venn diagram of animated infographics 22

2.6 Example of the previous study of Islamic animated 23

infographic

2.7 The basic communication model 24

2.8 The characteristic of Islamic animated infographic model 25

2.9 Current Research Issues 40

2.10 Elements of communication 54

2.11 VAK model 56

2.12 Vitruvian principles 57

2.13 Elements and principles of motion graphics 65

2.14 Gestalt founders 78

2.15 Figure/ground (Rubin’s Face/Vase) 81

2.16 Proximity 83

2.17 Closure 84

2.18 Similarity 85

2.19 Continuation 86

3.1 Research framework 95

xi

3.2 Research flowchart 97

3.3 Questionnaire design 108

3.4 Determination of sample size 111

3.5 Data collection procedure in research 115

3.6 Prototype design 122

3.7 Website for data collection distribution 129

4.1 Formula for expert assessment on prototype design 134

4.2 Formula for reliability 138

4.3 Formula for acceptance level 142

4.4 Formula for information element 145

4.5 Formula for communication element 148

4.6 Formula for technology element 152

4.7 Reliability formula for acceptance level 156

4.8 Reliability formula for information element 156

4.9 Reliability formula for communication element 156

4.10 Reliability formula for technology element 157

4.11 Formula for overall mean in information element 158

4.12 Formula for overall mean in communication element 158

4.13 Formula for overall mean in technology element 158

4.14 Proposed model for Islamic animated infographic 165

xii

LIST OF ABBREVIATIONS

ICT

TMK

3D

PBUH

VAK

LORI

UTAUT

Information and Communication Technology

Teknologi Maklumat dan Komunikasi

3-Dimension

Please Be Upon Him

Visual-Auditory-Kinesthetic

Learning Object Review Instrument

Unified Theory of Acceptance and Use of Technology

xiii

Model Islamik Infografik Beranimasi untuk Penyebaran Dakwah:

Satu Kajian Kes Sunnah Nabi Dalam Bab Makan dan Minum

ABSTRAK

Infografik beranimasi menjadi semakin popular kerana mampu menarik

perhatian penonton berbanding hanya penggunaan perkataan semata-mata.

Infografik menjadi alat yang berguna untuk menyebarkan maklumat dengan

jumlah yang banyak serta menarik, dan menyeronokkan di samping proses untuk

mendapatkan ilmu menjadi lebih mudah. Hal ini demikian kerana infografik

beranimasi membolehkan maklumat kompleks yang akan dibentangkan menjadi

lebih mudah. Minda manusia boleh memproses dengan lebih cepat apabila mereka

melihat imej visual. Pada masa kini, individu hidup dalam era digital yang kaya

dengan maklumat. Era globalisasi ini kadang-kala mewujudkan beberapa masalah

pengadunan maklumat seperti masalah kekeliruan untuk mendapatkan maklumat

dan sukar untuk mengingati maklumat tersebut. Oleh itu, audien tidak dapat

memahami dengan jelas maklumat yang ingin disampaikan. Walaupun begitu,

infografik beranimasi mampu menjadi penyelesaian yang efektif dalam

menyampaikan maklumat dengan jayanya. Infografik beranimasi mempunyai

keupayaan untuk menyampaikan banyak maklumat berbanding dengan imej yang

statik. Di samping itu, Islamik infografik beranimasi untuk penyebaran dakwah

menjadi salah satu kaedah alternatif untuk memahami pengetahuan Islam dalam

era Teknologi Maklumat dan Komunikasi (TMK). Namun begitu, kajian yang

boleh membantu dalam menghasilkan model Islamik infografik beranimasi masih

terhad. Oleh itu, kajian ini memberi tumpuan kepada satu kajian kes yang bertajuk

Sunah Nabi dalam bab makan dan minum untuk penyebaran dakwah khususnya

dalam ruang lingkup penyebaran dakwah di Malaysia. Kajian ini membincangkan

model Islamik infografik beranimasi sebagai kaedah alternatif dalam

menyebarkan dakwah dengan menggunakan pendekatan yang menarik dan kreatif.

Kajian ini telah menggunakan penilaian oleh pakar-pakar dalam bidang reka

bentuk dan pengajian Islam serta reka bentuk prototaip Islamik infografik

beranimasi bagi instrumen pengumpulan data Kemudian, borang kaji selidik telah

diedarkan kepada responden yang terlibat dalam bidang reka bentuk dan

pengajian Islam. Seterusnya, kumpulan sasaran ini ditriangulasi untuk

mendapatkan perspektif yang berbeza daripada fenomena yang sama. Keputusan

hasil kajian menunjukkan model Islamik infografik beranimasi mampu

menyampaikan nilai-nilai dakwah secara menyeluruh. Nilai-nilai dakwah tersebut

difahami dan diamalkan dalam kehidupan seharian. Islamik infografik beranimasi

untuk penyebaran dakwah tidak hanya untuk penonton menerima sebagai hiburan

semata-mata, tetapi juga untuk tujuan penyebaran dakwah. Dengan itu, dapatlah

disimpulkan bahawa infografik beranimasi mampu menjadi salah satu kaedah

untuk menyebarkan dakwah dan menunjukkan keindahan Islam melalui

pendekatan yang menarik dan kreatif.

xiv

An Islamic Animated Infographic Model for Da’wah Dissemination:

A Case Study of Prophet’s Sunnah in Eating and Drinking

ABSTRACT

Animated infographic has become increasingly popular due to its capacity to

capture audience’s attention as opposed to words presentation alone. It is a useful

tool for disseminating huge amount of information in appealing, and fun way in

addition to making the process of gaining knowledge easier. This is because it

allows complex information to be presented in a simpler manner. The human

mind can process information quicker with visual imagery. In present day,

individuals live in information-rich, digital era. This globalized era somehow

creates some problems in terms of blending of information whereby confusion and

difficulty in recalling information occur. Therefore, audience are not able to

understand clearly the information that has been delivered. In spite of this,

animated infographic could be an effective tool in conveying information

successfully. Animated infographic has the capability to convey a great deal of

information compared to still images. In addition, Islamic animated infographic

for da’wah dissemination could be an alternative method to comprehend Islamic

knowledge in this era of Information and Communication Technology (ICT).

Researches which could help in the production of a good Islamic animated

infographic model however, are still limited. Hence, this research focuses on the

case study of da’wah dissemination on the subject of Prophet’s Sunnah in eating

and drinking, more specifically, in the scope of da’wah dissemination in

Malaysia. This research discusses creative and attractive approach to Islamic

animated infographic model as an alternative method of da’wah. This research

uses assessment by experts in the field of Design and Islamic Studies as well as

prototype design of animated Islamic infographic as instruments for data

collection. Then, survey forms are distributed to target respondents which are

people who are involved in the field of design and Islamic studies. Subsequently,

this target group is triangulated to capture different perspectives of the same

phenomenon. Result from this research shows that Islamic animated infographic

model is capable of conveying da’wah values in comprehensive manner whereby

da’wah values are understood and practiced in daily lives. Islamic animated

infographic model for da’wah dissemination is not just for the audience to accept

it as mere entertainment, but to disseminate the da’wah as well. It could be

concluded that animated infographic could be one of the alternative methods to

disseminate da’wah as well as a creative and attractive approach in showing the

beauty of Islam.

xv

CHAPTER 1

INTRODUCTION

1.1 Background of the Study

The dynamic and rapid development of computer brought many

advantages and become the most important tool in today’s activities of

human life. In this era, the society is like technocentrism whose value

system is centered more on technology. They have absolute faith in

technology and have control over nature (Shaikh Mohd Saifuddeen

Shaikh Mohd Salleh, 2003). Nowadays, Information and Communication

Technology (ICT) is considered to be the main resource for getting and

disseminating any kind of information. Every Muslim that believes in

Allah knows the attainment in ICT is one indication of success that needs

to be used in order to find the truth (Wan Noor Hazlina Wan Jusoh &

Kamaruzaman Jusoff, 2009). People are encouraged to find the creation

sign of Allah through any medium that is available nowadays in the

digital era. Nothing impossible in seeking knowledge, especially in

today’s world. As Allah had mentioned in Surah Fussilat (41:53):

1

“We shall show them our sign in the horizons and in their

own souls, until it becomes clear to them that it, namely,

the Qur’an, is the truth is it not sufficient that your Lord is

witness to all things.”

ICT should become a tool used by the users that corresponding

with Maqāsid al-Sharī’ah (purpose of Sharī’ah), which is darūriyyāt

means the essential, necessities, and vital in fulfillment of life in this

word and hereafter (Aznan Zuhid Saidin, 2012b). It kept five basic

necessities such as religion, life, intellect, lineage and property. In terms

of religious observance, ICT can help in spreading the message and

information of Islamic faith and theology more broadly (Aznan Zuhid

Saidin, 2012d).

In view of that, infographic seems to become a useful technique to

communicate with effective information to the audience. “Infographics is

trying to convey complex information to an audience in a manner that

can be quickly consumed and easily understood” (Smiciklas, 2012).

Infographics reveal a highly potential platform as a visual

communication tool which enhancing knowledge and providing effective

communication (Vanichvasin, 2013) to the audience. This will lead

attraction and attention to the audience and they will understand more

about the information was given (Giardina & Medina, 2013). Bennett

(2015) explained that “infographics have the potential to engage and

2

visually communicate in a way that normal text cannot. The latest

development in visual communication leverages the power and

engagement potential of online video with animated infographics using

motion graphics software and techniques”. This is one of the methods of

using infographics to tell stories through animated form (Mendenhall,

2013). Motion graphics is one of the infographic category which be part

of animated infographics because it consists of viewing, listening and

reading of user interaction (Lankow, Ritchie, & Crooks, 2012).

Furthermore, Lankow et al. (2012) stated that the meaning of motion

graphics is “a captivating way to engage in effective communication and

information conveyed through the use of aesthetically designed, created,

composed and enlivened visuals and text”. Animated infographics have

emerged from infographics and it’s become increasingly popular because

it can appeal the eyes of the audience rather than words alone. Animated

infographics are able to convey more information with successive images

compared with still images (Soyluçiçek, 2015). As mentioned by Bennett

(2015), animated infographics are compatible in making understandable

for the concept and issues which are unclear. Part of this, animated

infographics for the da’wah dissemination or in another word, Islamic

animated infographic become one of the alternative ways to understand

the Islamic knowledge in the era of ICT by utilizing the fullest

advantages of the technology. Islamic animated infographic means

Islamic education through Infographics. Furthermore, it becomes the

3

alternative way to uphold the righteous of Islam. The aim of Islamic

animated infographic is to convey the message of Islam through the

creative way in simple and attractive design. This cyber-missionary can

be a medium of spreading religious belief, particularly to Muslim and

non-Muslim.

An extensive review of several related literature reviews leads to

some motivation towards further study in this area. The following of

conceptual diagrams leads to the further direction and expectations of

this study.

1.2 Problem Statement

This research is undertaken based on the premise that an

appropriate model for Islamic animated infographic is needed to spread

the da’wah using creative and attractive approach. Animated infographic,

Islamic perspective and da’wah view has been addressed by several

authors.

Issue like information mixing was identified. Information explosion

and technology booster nowadays allowing people easily access the

information from their fingertips. Somehow information mixing makes

people confusing, difficult recalling and understanding level is low

because of information delivered is ineffective and inefficient. This is

because, the quantity of information nowadays was overwhelmed people

4

in capture the attention of the audience (Milovanovic & Ivanisevic,

2014).

Furthermore, another issue such as lack of clear communication for

audience to understand the message delivered is one of the factors which

prevent animated infographics to convey with effective message towards

the audience. According to Albers (2014), communication will be a

failure if infographics gone in a wrong way if it is using with incorrect

visual communication.

Moreover, issue like a small number and use as da’wah medium

also addressed. The number and use of infographics as a medium to

convey and disseminate the da’wah among society is too small. To the

researcher’s knowledge, there is a very limited study that has examined

to convey the da’wah through creative and attractive approach. The small

number of this infographics to convey the da’wah makes ineffective

dissemination. This is because, the usage of this platform is not yet

extensive use due to some perception and preference for the

entertainment purposes only (Fadzli Adam, Marhana Mohamed Anuar, &

Ab. Hamid Ali, 2014). This makes the difficulty among preachers to use

it for the da’wah medium because a lack of information related.

This study is distinct from the previous studies about animated

infographics had been discussed in general. There is a lack of specific

models to assist in producing a good Islamic animated infographic. A

specific model needs to assist in producing an appropriate Islamic

5

animated infographic corresponding with the nature of da’wah

dissemination through technology to the Muslim community in Malaysia.

The fundamental problems that motivate this study are what the elements

and suitable items for Islamic animated infographic in building the

appropriate model for the da’wah dissemination.

Thus, the problems that this study exactly intends to develop an

Islamic animated infographics model as an alternative method of da’wah

spreading by using creative and attractive approach from the case study

of Prophet’s Sunnah in eating and drinking. The relationship of Maqāsid

al-Sharī’ah and prototype design is that it can help spreading the Islamic

information (context of the basic necessity of the religion) through

creative approach which is through Islamic animated infographic.

1.3 Research Questions

Based on the research background and problems, this study attempts to

answer the following research questions:

1. What are the elements for Islamic animated infographic model?

2. How the elements of Islamic animated infographic model affect

towards the level of acceptance in da’wah?

3. How model of Islamic animated infographic is formed?

6

1.4 Research Objectives

The study aims to develop an Islamic animated infographic model for the

da’wah dissemination. Specifically, the objectives of the study are:

1. To determine the elements of Islamic animated infographic as suitable

items in a model.

2. To evaluate the elements of Islamic animated infographic model that

affect towards the level of acceptance in da’wah.

3. To propose a model of Islamic animated infographic for the da’wah

dissemination.

Table 1.1: Summary of research objectives, research questions, issues and process

Research Research Issue Process

Objective Question

To determine What are the There are no Content

the elements of elements of specific elements analysis

Islamic animated Islamic to measure the

animated animated suitable items for Document

infographic as infographic as Islamic animated analysis

suitable items. suitable items? infographic.

To evaluate the How the elements The combination Prototype

elements of of Islamic of Islamic design

Islamic animated animated

animated infographic effect infographic Expert

infographic that towards the level elements and the Assessment

affect towards of acceptance in da’wah

the level of da’wah? components. Survey

acceptance in question

da’wah.

7

Research Research Issue Process

Objective Question

To propose a How model of Model of Islamic Descriptive

model of Islamic Islamic animated animated analysis

animated infographic is infographic was

infographic for formed? adapted from

the da’wah communication

dissemination. model and it was

suited to the

da’wah

components.

1.5 Significance of the Study

This research is significant to discover an empirical evidence in

exploring about an Islamic animated infographics model for the da’wah

dissemination. Islamic animated infographics seem to become one of the

excellence visual aids that useful in getting and disseminating

information which can assist people to explore more about theology and

Islamic knowledge in context of da’wah dissemination in Malaysia. It is

also can act as the medium of the da’wah. An Islamic animated

infographic is exciting infographics because users can understand much

better in the most appealing, fun and easiest way.

8

1.6 Scope of the Thesis

This study focuses on the title of Prophet’s Sunnah in eating and

drinking. This case study was specifically tested for the scope of da’wah

dissemination in Malaysia. Basically, Islamic animated infographic is not

too much exposure in Malaysia. Thus, it was focused only the people that

have a background in design and Islamic studies. These two groups were

involved in expert evaluation and survey of the respondents. These two

different groups were triangulated in order to provide better

understanding.

1.7 Definition of Key Terms

The definition and description of some of the key terms used in the

study are presented as below:

1.7.1 Islamic Animated Infographic

Islamic animated infographic can be defined as the infographic in

animated form which have an Islamic content. It differs from animation

because animated infographic serving much more information that are

appearing in that animation. In contrast with animation, it only serves

animation without guided the audience with information. This

9

opportunity gives advantage to animated infographic in making more

understanding of the audience in delivering the information. Islamic

animated infographic give opportunity to the audience in understanding

the knowledge of Islam through animated infographics.

1.7.2 Maqāsid al-Sharī’ah

The purpose of Sharī’ah (Islamic religious law) which cover the

aspects of Al-Ḍarūriyyāt (essentials, necessities), Al-Ḥājiyyāt

(complementary needs or exigencies) and Al-Tahsīniyyāt (enhancements,

embellishments and luxuries) (Aznan Zuhid Saidin, 2012b).

1.7.3 Sunnah

The practices of Prophet Muhammad (PBUH) such as his sayings,

deeds and tacit approvals (Aznan Zuhid Saidin, 2012b).

1.7.4 Da’wah

Da’wah or preaching can be defines as “inviting people to do a

good deed in all aspects of life” (Fadzli Adam et al., 2014). The meaning

of the da’wah by Muhammad Al-Ghazali is a complete planning for all

sorts of knowledge for human in explaining the purpose and goal of life

10

as a guidance (Ab. Aziz Mohd. Zin, 2005). Furthermore, according to

Abd. Aziz Ahmad (2011), da’wah can be defined as inviting and calling

people to believe and obey God according to the faith, Sharī’ah and

Islamic morality.

1.7.5 Da’ē

According to Norrodzoh Hj. Siren (2006) and Abd. Aziz Ahmad

(2011) da’ē is the people who are entrusted to bring the message of

Allah.

1.7.6 Mad’u

It gives the meaning by the person who is preaching or in this

context is the audience of Islamic animated infographic.

1.7.7 Maudu’

It can be defined as content. As stated by Syed Muhammad

Dawilah Al-Idrus and Mohd Lutfi Solehan (2009), the content of da’wah

can be topic of faith, worship, moral and others. Interesting content will

attract more people to learn Islam through animated infographic.

11

1.7.8 Manhaj

It gives meaning by the way or method (Ab. Aziz Mohd. Zin, 2001,

2005). Da’wah methodology has different aspects that need to

emphasize.

1.7.9 Wasā’il

It can be defined as a medium or channel (Ab. Aziz Mohd. Zin,

2005; Fadzli Adam et al., 2014). Medium to deliver the message, content

and thought to the audience. Islamic animated infographic is one of

channel to disseminate da’wah through creative and attractive approach.

1.7.10 Uslub

It can be defined as a technique in preaching. It also can be a

strategy and approach that can be done by da’ē to the mad’u. (Syed

Muhammad Dawilah Al-Idrus & Mohd Lutfi Solehan, 2009)

12

1.7.11 Techno-da’ē

Techno-da’ē give meaning of the people which have knowledge of

Islam and skills of use of technology to preach (Wan Adli Wan Ramli &

Mohamad Kamil Hj. Ab. Majid, 2006). In making a good Islamic

animated infographic, the collaboration of two groups are needed such as

the designers and the preachers. According to (Shaikh Mohd Saifuddeen

Shaikh Mohd Salleh, 2003), the designers act as a “technology” while the

preachers act as a “content”.

1.8 Organization of the Thesis

The first chapter of the thesis, is the background of the study, aims

to provide the overview of the thesis. This chapter includes problem

statements, research questions, research objectives, significance of the

study, the scope of the thesis and definition of key terms.

The second chapter of the thesis, is a literature review, intends to

identify research focused area which can be used to support the study.

This chapter is comprised of an introduction, definition of the key terms,

types of infographics, definition and conceptualization of animated

infographics, model and framework of animated infographics and

research focus area which are the elements of information,

communication and technology.

13

Next, the third chapter of the thesis is research methodology which

aims to provide research framework, research flowchart, research design,

research instrument development, expert assessment worksheet, the

design of the survey questionnaire, population and sample size, sampling

design, data collection procedure and prototype design

Then, for the fourth chapter discussed the result and discussion. In

this section, it was presented the result of the study, which are the expert

assessment of the prototype design, analysis of survey and the discussion

of the findings.

Lastly, chapter fifth discussed about the conclusion of the study. It

was covered the recapitulation of a study finding, the contribution of the

research to theoretical and practical aspects, limitation and suggestion for

the future study and conclusion of the thesis.

1.9 Summary

In this chapter, the researcher was realized that the importance of

creative da’wah through Islamic animated infographics by having an

appropriate model. This is because da’wah spreading become more

efficient since it have a model to make easier and faster in getting the

knowledge of Islam.

14

CHAPTER 2

LITERATURE REVIEW

2.1 Introduction

Islamic animated infographic for the da’wah dissemination is one

of the alternative ways for uphold the knowledge of Islam through a

creative approach. Nowadays, Islamic da’wah needs to be changed

according to the current situation. Da’wah through the digital needs to

“change in space and time as well as the appearance of new values in the

society” (Fadzli Adam et al., 2014). This is one way to attract more

Muslims and non-Muslims to learn more about Islam through new

media. According to Fadzli Adam et al. (2014), “using new media as a

medium of religious preaching has been widely practiced by various

religions such as Judaism, Christianity, Hinduism, Buddhism and Islam”.

Religious propagation in today’s world tends to use cyberspace as a

medium to convey the understanding of each religion. This is no

exception of the Muslim to deliver the message of Islam as a way to

uphold this sacred religion as well as the command of Allah. It is based

on the command of Allah who calls Muslims doing the da’wah. As surah

Al-Nahl has been stated:

15

Invite to the way of your Lord with wisdom and good

instruction, and argue with them in a way that is best. (An-

Nahl, 16:125)

In this āyāt (sign) in the Qurān, Allah commands man to convey the

message in a thoughtful manner and with good advice (Abd. Aziz

Ahmad, 2011; Nor Raudah Hj. Siren, 2006; Norrodzoh Hj. Siren, 2006).

2.2 Infographic

Infographics provide a good platform as a visual communication

tool which enhancing knowledge and providing effective communication

(Vanichvasin, 2013) to the users. “Infographic is a new approach to

visualize data. Another word for the infographic is information

visualization or data visualization” (Siricharoen, 2013). The effectiveness

of animated infographics shows data communication embedded with the

compelling video to ensure the audience understood with the most

practical approach.

16

2.2.1 Types of Infographics

Basically, infographics can be divided into three types which are

static, interactive and motion. The best infographics are determined on

the effectiveness of containing and delivering the information to

communicate (Lankow et al., 2012). This because different infographics

have different approaches that every infographic have their own

privileges. The static infographic is using still image because it is fixed

information and consists of viewing and reading for user interaction

besides it works as narrative information (Lankow et al., 2012).

Figure 2.1: Types of infographics

Source: Arafah (2010)

17

The static infographics design tries to represent simple information

from complex one by showing graphics, charts, text (Giardina & Medina,

2013). Therefore, user the interaction for interactive infographic is

consist of clicking and searching specific of data display whereas it can

be fixed or dynamic information input (Lankow et al., 2012).

Furthermore, when referring to motion graphics, it is also known as

animated infographics. This graphics usually can animate the

infographics (Lankow et al., 2012). This is one of the methods of using

infographics to tell stories through animated form (Mendenhall, 2013).

Animated infographics itself consists of viewing, listening and reading of

user interaction (Lankow et al., 2012). Animated infographics try to

convey the same information with other infographics but in moving

images. This will lead attraction and attention to the viewers and they

will understand more about the information given (Giardina & Medina,

2013).

18

2.2.2 Static Infographic

Figure 2.2: Static infographic

Source: Krum (2013)

Figure 2.2 shows one of the examples of static infographics. Basically,

the static infographic is a simple image and easy to digest the

information. It is efficient for users to understand the information using

simple text and attractive color. Static infographics are one of the

effective ways in presenting rich data in a single image (Lankow et al.,

2012).

19

2.2.3 Interactive Infographic

Figure 2.3: Interactive infographic

Source: futureofcarsharing.com (2013)

Interactive infographics contain more information rather than static

infographics because its provide interaction with the users and create

bonding in knowledge sharing (Lankow et al., 2012). Figure 2.3 shows

the examples of interactive infographics that require to the users to click

the button, press the keyboard or scroll down the information to know

further about the information given.

20

2.2.4 Motion Graphics

Figure 2.4: Motion graphics

Source: Bonbin Studio (2014)

Unlike interactive infographic, motion graphics usually make the

users do not need to click the button or scroll down the information. They

just need to watch the video to understand it. Figure 2.4 shows how users

are guided by the complex information to simple with attractive motion

graphics. The motion graphics can appeal the audience emotionally

through music while expressing from voice-over and merge with imagery

of motion that will give an opportunity for audience communicate the

information message in an effective way (Lankow et al., 2012).

21

2.3 Definitions and Conceptualization of Animated Infographics

There is no common word for animated infographic in the

multimedia field. But when referring to motion graphics, it can be known

as animated infographics. This is because motion graphic is one of

infographic types. Motion graphics means “a captivating way to engage

in effective communication and information conveyed through the use of

aesthetically designed, created, composed and enlivened visuals and text”

(Lankow et al., 2012). Another name for the motion graphic is animated

graphic. What makes the difference between an animated infographic and

animated graphic (motion graphic) is the information is embedded in an

animated graphic. This makes animated infographic have its own

privileges and differ from others.

Motion

Graphics Animated Infographics

Infographics

Figure 2.5: Venn diagram of animated infographics

Source: Nur Nazihah Rahim, Nik Zulkarnaen Khidzir, Anuar Mohd Yusof,

and Khairul Azhar Mat Daud (2015)

22

2.4 Previous Studies in Islamic Animated Infographic as a Da’wah Medium

Figure 2.6: Example of the previous study of Islamic animated infographic

Source: Darul Arqam Studios (2015)

Previously, there are existing the animated infographics for the

da’wah dissemination. An example of the Islamic animated infographic

above shows the video animation about the importance and the need for

integration in the family and the mosque which emphasized by using the

amazing video reminder. This beautiful lesson was narrated by Nouman

Ali Khan, who is an American Muslim. He is a great Islamic scholar and

speaker in America and well-known in all around the world. While the

video reminder illustrated by Darul Arqam Studio.

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2.5 Model for Islamic Animated Infographic

There are various types of communication model that can be found.

The basis of this model is to show the interaction between two parties

(commonly use as sender and receiver). Below is the basic

communication model to interpret the successful message.

Figure 2.7: The basic communication model

Source: Gallagher and Paldy (2007)

24

In Islamic animated infographic, the model was designed based on

the requirement of the da’wah dissemination. This is to ensure the

success of da’wah that can be transferred the message of Islam to the

audience (mad’u).

Figure 2.8: The characteristic of Islamic animated infographic model

adapted from communication model (Gallagher & Paldy, 2007)

and da’wah elements (Fadzli Adam et al., 2014)

Islamic animated infographic seems can hand out leaflets of

da’wah effectively to the target audience by delivering an attractive and

creative content. Da’wah is a duty laid upon to the Muslims after

appointed become a vicegerent by Allah on earth (Nor Raudah Hj. Siren,

2006). The main purpose of the da’wah is to create happiness in this

world and the hereafter by gaining the pleasure of Allah (Abd. Aziz

Ahmad, 2011). The mission of da’wah is still relevant even in the era of

25

globalization (Abd. Aziz Ahmad, 2011). Da’wah consist of five elements

which are da’ē (preacher), mad’u (public), maudhu’ (topic), manhaj

(methodology) and wasā’il (medium) (Fadzli Adam et al., 2014). These

five elements are related to each other to ensure da’wah can be delivered

in a successful manner. Dissemination of the da’wah should perform in

the best way and organize (Ab. Aziz Mohd. Zin, 2005). This is because

du’at (preachers) should have a good strategy in delivering the message

of Islam so that mad’u can easily accepting the da’wah from the da’ ē.

As stated by Norrodzoh Hj. Siren (2006), da’wah is a call that runs with

good planning to ensure the effectiveness. It must be accompanied by

uslub (technique) and procedures that are good for the people who are

invited. In this era, da’ē needs to be smart in using the opportunity to

preach using the technologies. Use of technology to preach seen having a

big impact towards the target audience. It is supported by Nor Raudah

Hj. Siren (2006), it is capable of serving any information about Islam in

terms of quality of content delivery and ensure its effectiveness. She also

mentioned that it is able to disseminate the information efficiently,

quickly and systematically.

Da’ē must be creative in using new media to convey the message

of Islam to the mad’u (audience). As stated by Norrodzoh Hj. Siren

(2006) and Abd. Aziz Ahmad (2011), da’ē is the people who are

entrusted to bring the message of Allah. The elements of Islamic

animated infographic need to derive from Qurān and Hadith as a

26

guideline. This is the task for the da’ē to refer the content of Islamic

animated infographic from these primary sources of Muslim. Qurān is a

reminder to the humankind which is having sent down to the Prophet

Muhammad (PBUH). Moreover, Qurān is a valuable gift bestowed upon

the Lord to provide guidance and teaching to the mankind in the daily

life. As Allah had mentioned in the Qurān:

Ta, Ha. We have not sent down to you the Qurān that you

be distressed. But only as a reminder for those who fear

[Allah]. A revelation from He who created the earth and

highest heavens. The Most Merciful [who is] above the

Throne established. (Taha, 20: 1-5)

Hadith is the second major source of reference after the Qurān. Hadith is

essential in understanding the contents of the Qurān as a source of

reference for the Muslims.

I have left with you two things. You will not go astray as

long adhered to both, (namely) the Book of Allah and the

Sunnah of His Messenger. (Hadith Sahih Lighairihi, HR

Malik, al-Hakim, al-Bayhaqi, Ibn Nasr, Ibn Hazm.

Validated by Shaikh Salim al-Hilali in Ta’zhim At fil

Intisharis Sunnah wal Minnah, pp. 12-13).

27

Qurān and Hadith are needed as a guideline in designing Islamic

animated infographics. There are two ways to address evidence which are

from Qurān and Hadith (Norrodzoh Hj. Siren, 2006). This is because the

information presented by Islamic animated infographic needs the precise

information based on the Qurān and Hadith, which are the primary

sources for Muslims. When the elements contained in the Islamic

animated infographic such as information, communication and

technology linked to Qurān and Hadith, the mad’u will be convinced by

the message that is delivered in Islamic animated infographics. The

attractive design in Islamic animated infographic will also appeal the

audience in gaining religious knowledge. When a heavy message is

delivered through the interactive and attractive medium like Islamic

animated infographic, the audience more appreciates that kind of

knowledge and indirectly practices it in daily life.

The elements of Islamic animated infographic consist of

information, communication and technology. Information element acts as

maudhu’ which means the topic of the Islamic animated infographic.

While the other two elements which are communication and technology

acts as a manhaj which is the methodology of the whole process of

Islamic animated infographic. The communication method of Prophet

Muhammad (PBUH) in disseminates the da’wah is very special and

suitable for all ages (Norrodzoh Hj. Siren, 2006). This is because the

Prophet himself preaches to his people through the process of

28

communication with excellent and effective communication methods

until He can Islamize the world from disbelief.

Maudhu’ of the Islamic animated infographic should have an

interesting content. To find the quality of message contained in the

Islamic animated infographic requires perseverance and diligence of

da’ē. Four messages can be delivered in the preaching such as current

issues, faith issues, issue on Sharī’ah and moral issues (Norrodzoh Hj.

Siren, 2006).

Muslims need to diversify the da’wah method (Wan Adli Wan

Ramli & Mohamad Kamil Hj. Ab. Majid, 2006). As Allah mention in

āyāt (sign) in Al-Ma’idah verse 35:

O you who have believed, fear Allah and seek the means

[of nearness] to Him and strive in His cause that you may

succeed.(Al-Ma’idah, 4: 35)

Manhaj which means the da’wah methodology. It requires a good

presentation, channels and attractiveness by appropriate and regular

arranged (Ab. Aziz Mohd. Zin, 2005). As stated by Wan Adli Wan Ramli

and Mohamad Kamil Hj. Ab. Majid (2006), the method of da’wah need a

good presentation skill and skill of communication technology. This two

combination will produce an excellent content of the Islamic animated

infographic. The content of da’wah is the information to be

29

conveyed. Among others, it requires management skills and information

technology (Wan Adli Wan Ramli & Mohamad Kamil Hj. Ab. Majid,

2006). This is because it can affect the target audience to receive the

message content delivered. Clear communication in Islamic animated

infographic is the most important thing by choosing the best style and the

right language. Style of Islamic animated infographic must be beautiful,

eye-catching, perfectly arranged and must look professional. In addition,

a good language should be used to avoid boredom and mess in term of

graphics (Wan Adli Wan Ramli & Mohamad Kamil Hj. Ab. Majid,

2006). In verse 125 in āyāt (sign) in an-Nahl, Allah mentioned about the

way of preaching in Islam. There are three types which are al-hikmah

(wisdom), al-mauizah hasanah (good advice) and al-mujadalah bi allati

hiya ahsan (argue with them in a way that is best) (Abd. Aziz Ahmad,

2011).

Table 2.1: Da’wah methods in Islam

Manhaj (method) Explanation

Al-hikmah (wisdom) Da’ē needs to know the purpose of da’wah and mad’u knows who will be the

target of da’wah. The content should be

sourced to the teachings of Islam which

are Qurān and Hadith.

Al-mauizah hasanah Contains the definition of da’wah that will

(good advice) give satisfaction to those who were

subjected to da’wah by means of such

good advice, moral and exemplary. The

diversity of format presentation and

delivery strategy can be extended to

attract more audiences.

30

Manhaj (method) Explanation

Al-mujadalah bi The exchange of ideas in a way that best

allati hiya ahsan suits the conditions of the target audience.

(Argue with them in The interactive program will result in

a way that is best) bilateral relations between the presenter

and recipient information. Source: Abd. Aziz Ahmad (2011)

Uslub (technique) is not one of the pillars in da’wah but it is vital

in preaching. Uslub is da’wah strategies and approaches that change

according to the needs and situation, place, times, objectives, materials

and media used (Wan Adli Wan Ramli & Mohamad Kamil Hj. Ab.

Majid, 2006). The processing of da’wah material to form a good uslub is

intended to appeal the target audience in order to understand Islam with

correctly and completely. They also mentioned that, it can be done with

the various uslub to get an attraction of the audience. Whatever effective

uslub can be used which is parallel with the Islamic teaching. According

to Wan Adli Wan Ramli and Mohamad Kamil Hj. Ab. Majid (2006),

techno-da’ē need to use uslub of taysir (ease), tabsyir (delight) compared

uslub of ta’sir (difficulty) and tanfir (alienate) as Prophet Muhammad

(PBUH) was said, you must make ease and do not make difficult and

give a good news and delight and do not alienate them. In addition, they

added that techno-da’ē can use uslub of advice, uslub of teaching, uslub

of storytelling, uslub of comparison, uslub of persuasion or threat uslub.

31

Table 2.2: Elements of attraction in manhaj of da’wah

Elements of Da’wah Animated

attraction perspective Infographics Attractive of Human nature loves the

presentation beauty. Thus, the beauty

of the verses in Qurān

should be translated

through the da’wah.

Da’wah, should refer to

the Qurān, which is

performances in the most

beautiful language, style

of presentation, logical

message, story and others.

Sensitive to The da’wah should have

the problem sympathy with the

of target problems faced by mad’u

audience (audience).

Raised the Something issues served

issue in a to the audience will be

right time more interesting if it is

placed at the right time.

Highlighting Something that will be

elements that featured and highlighted

need to be to attract the target audience if it becomes

necessary.

Based on the Knowledge of psychology

psychology and uslub of da’wah is

inseparable.

Psychology is the

knowledge which

connected with the soul

and human thought. While

uslub of da’wah is how to

influence the soul and

human thought. Uslub of

da’wah relies on direct

toward psychology.

It should be delivered to

the audience in the form

of a beautiful and

interesting addition to

containing the elements

of the verses of Qurān

and Hadith related to

the topics which are presented Islamic animated infographic.

Human instincts and needs to be included in the issues of da’wah.

Sensitive to the current issues. The audience

will be more focus if an issue is timely.

The issue of Islamic animated infographic presented should act as a problem-solver.

Animated

infographic should have a psychological element

in delivery to be used as guidance as well as an

attraction.

32

Elements of Da’wah Animated

attraction perspective Infographics

Understandin The success of da’wah Animated infographics g the during the first stage is the needto have an

vacancy of absorption of understanding and

Islamic understanding and awareness of Islam

assertion awareness of Islam. So for through a creative

its escalation, fill a approach.

vacancy in accordance

with Islam. Source: Ab. Aziz Mohd. Zin (2005)

The role of the mass media or nowadays known as the new media

seems to effectively work as an agent for the transfer of information to

mad’u. Wasā’il (channel / medium) carried by the new media is able to

influence the thought of today’s society. Wasā’il is a medium or media to

deliver the message, the content and thought to the target audience (Ab.

Aziz Mohd. Zin, 2005).

Da’wah requires uslub (technique) and have the careful planning

by giving the influence to the target audience (Ab. Aziz Mohd. Zin,

2005). The person who is the object of da’wah called mad’u or audience

(Abd. Aziz Ahmad, 2011). Identify the mad’u or target audience was the

first thing needs to be examined in ensuring the success of the da’wah

approach. This is to identify the problems faced by mad’u. Moreover, the

content of the da’wah need to be adjusted with the situation of the target.

The preparation for the content of the da’wah varies according to

differences in religious beliefs (Muslim and non-Muslim), culture and so

on. The contents of the message to different target audience should be

33

evaluated based on the compatibility of the problems they faced (Ab.

Aziz Mohd. Zin, 2005).

Table 2.3: Da’wah content for Muslim and non-Muslim

Target Method

audience

Muslim The content of the da’wah led to the disclosure obligation

must be performed by every individual as the

commandment from Allah.

O you who have believed, obey Allah and obey the

Messenger and do not invalidate your deeds. (Muhammad,

47: 33)

And establish prayer and give zakah and obey the

Messenger - that you may receive mercy. (An-Nur, 24:56)

Non- Da’wah, that led to the religious faiths that their belief. Muslim Da’wah shaped by inviting the target audience think about

their beliefs and practices.

But they have attributed to Allah partners - the jinn, while

He has created them - and have fabricated for Him sons

and daughters without knowledge. Exalted is He and high

above what they describe. [He is] Originator of the

heavens and the earth. How could He have a son when He

does not have a companion and He created all things? And

He is, of all things, Knowing. That is Allah, your Lord;

there is no deity except Him, the Creator of all things, so

worship Him. And He is Disposer of all things. (Al-An’am,

6: 100-102)

Indeed, you approach men and obstruct the road and

commit in your meetings [every] evil. And the answer of

his people was not but they said, “Bring us the punishment of Allah, if you should be of the truthful.” (Al-‘Ankabut,

29: 29)

34

Target Method

audience

Do they associate with Him those who create nothing and

they are [themselves] created?. And the false deities are

unable to [give] them help, nor can they help themselves.

And if you [believers] invite them to guidance, they will not

follow you. It is all the same for you whether you invite

them or you are silent. Indeed, those you [polytheists] call

upon besides Allah are servants like you. So call upon

them and let them respond to you, if you should be truthful.

Do they have feet by which they walk? Or do they have

hands by which they strike? Or do they have eyes by which

they see? Or do they have ears by which they hear? Say,

[O Muhammad], "Call your ‘partners’ and then conspire

against me and give me no respite. (Al-A’raf, 7: 191-195)

Source: Ab. Aziz Mohd. Zin (2005)

The da’wah principle is to invite others to do good and forbid the evil.

There are ten guidelines that need to be considered in preaching in the era

of globalization by Dr. Yusuf Al-Qaradawi.

Table 2.4: Guideline in preaching from Dr. Yusuf Al-Qaradawi

Guideline Explanation

Called upon Muslims Da’wah must be delivered not only for Muslims

and non-Muslims to but also for non-Muslims. In the presence of

Islam media technology, everyone from all around the

world able to access it.

Presenting Islam as a Islam presents a complete balance sheet both in

whole the field of faith, worship, morality, manners,

law nor civilization.

35

Guideline Explanation

Derived from the Islamic teachings, law and values are drawn from

Qurān and Hadith the Qurān and As-Sunnah.

Stick to the Stick to the wasathiyyah in understanding the

wasathiyyah reality of Islam and not excessive or too loose.

(modesty)

Held principles to Preserving the principle of easiness not

facilitate not complicated one. This is in accordance with the

troublesome message of the Prophet Muhammad (PBUH)

“Simplify do not complicated, but give glad

tidings and do not frighten timid”.

Combines the It means that the da’wah must come from a

originality and genuine source of Islamic teachings, supported

modernity by advances in technology as the medium of

delivery.

Not too fanatic Not too fanatic to the opinion of the old and new

thoughts. Also not to be flocking to a person

because every person, on his speech can be taken

and can be omitted.

Be gentle Treating people with gentle. Not by rude and

violence.

Combines knowledge It is important to draw the attention of the world

in content and community

presentation of an

interesting technique

In cooperation with Cooperate with other preachers or Islamic

the activists in Islam activists if possible to enhance the da’wah

for da’wah activities.

conveying Source: Abd. Aziz Ahmad (2011); Al-Qaradawi (2010, 2012)

36

The world is now experiencing marked changes in line with the

increasingly rapid progress of technology. People are exposed to

communications revolution which gives a serious impact in the media of

communication. In addition, the explosion and exploration of the

technology have a significant impact on the information and

communication system. Elements of information, communication and

technology in Islamic animated infographic need to be managed properly

in order to generate society who can administer and manage the nature

wisely. If this is not managed wisely, the universe will be destroyed at

the hands of the man itself. In the Holy Qurān also tells the story of the

past that were destroyed because of their own bad deeds.

And how many a generation before them did We destroy

who were greater than them in [striking] power and had

explored throughout the lands. Is there any place of

escape?. Indeed in that is a reminder for whoever has a

heart or who listens while he is present [in mind]. (Qaf,

50:36-37)

37

Table 2.5: Examples of the earlier people that have been destroyed

by Allah which mentioned in the Holy Qurān

The example of earlier people Qurānic verses

destroyed by the Lord

Damaging of the garden Saba’, 34:15-17, Al-Qalam,

68:17 -33

Property and body sunk into the Earth, like the Al-Qasas, 28:81

story of Qarun

Destruction of large flooded, like the Prophet Hud, 11 25-49

Noah.

The destruction of the king and his army drowned

the sea, like the story of Pharaoh and his army As-Syu’ara’,

26: 61-67

Lost in the land, change of generations and the Al-Ma’idah, 5:13

curse of Allah as was the case in the children of and 5:20-26

Israel

In general, the elements of information, communication and technology

would largely affected and give effect to man either a negative or

positive effect on the deeds and actions. If the information,

communication and technology are used appropriately, a positive value

will prevail. Such as a verse below:

And if only the people of the cities had believed and feared

Allah, We would have opened upon them blessings from

the heaven and the earth; but they denied [the

messengers], so We seized them for what they were

earning. (Al-‘A’raf, 7: 96)

38

Otherwise, if the elements of information, communication and

technology are not managed wisely, it will give a bad impact towards

life, community and nation. Below is a verse about the disasters caused

by human activities.

And whatever strikes you of disaster - it is for what your

hands have earned; but He pardons much. (Ash-Shuraa,

42:30)

39

2.6 Current Research Issues

Figure 2.9: Current Research Issues

40

2.6.1 Information

“Cyber world require a fast, accurate, easy and the most effective

system to get any kind of information” Fadzli Adam et al. (2014). In this

modern era, society and information seem cannot be kept away because

they are eager to know the information happened in all around the world.

People tend to get the information through any medium such as

newspaper, television, handheld devices and the internet. The internet

seems more popular used in getting the latest information because it is

served faster rather than other medium. This can be proof with almost

70% of broadband infiltrations among Malaysians and 20 hours for every

week investing energy on the web, the internet has now turn into the

significant hotspot for discovering information for the most part

throughout today’s era (Haslin Hasan & Hamdzun Haron, 2013). This

proves shows that, the internet becomes an essential tool in getting any

kind of the information in this era. At the point when searching for

information, the majority of them go online to tackle an issue, as opposed

to searching for new data. Every one of them use Search Engine such as

Google, blogs, YouTube and Facebook (Haslin Hasan & Hamdzun

Haron, 2013). Compared to the internet that can serve various of the

information in a blink of an eye (Fadzli Adam et al., 2014), Islamic

animated infographic is able and give potential to serve the information

41

with attractive manner. This is one of the ways to spread the da’wah by

delivering the information in a creative way.

Moreover, society lives with the bombardment of information and

they tend to quickly respond with the interesting information such as

colorful, interactive and fast-moving images. They react with this kind of

interactive medium to take the attention and choose undesirable

information that may be exhausting or superfluous (Gallagher & Paldy,

2007). In order to catch and snatch the attention of the audience,

information of Islamic animated infographic needs to organize clearly. It

also must be based on the authentic and precise information to make sure

the audience more confident and believe with that information delivered.

As mentioned by Gallagher and Paldy (2007), “information needs to be

presented clearly and in the right order to successfully tell the story or

sell the message. If the information does not organize in a manner that

the audience can understand, the message delivered failed.” Furthermore,

Gallagher and Paldy (2007) also stressed that crucial thing in developing

and delivering the information is it needed to organize well in order to

make sure the audience will be understood visually. The human mind can

perceive visual information very quickly rather than written or verbal

information (Dur, 2014). It also supported by Siricharoen and

Siricharoen (2015), the human brain can perceive visual information with

great success. Researchers said about 50% of the brain involved in visual

processing and people can visualize a scene in less 0.01 second

42

(Infographicsdesigners.co.uk, 2015). Infographics look can grab the eyes

of the audience. As stated by Krauss (2012), researcher has proved that

the sensory receptors in our body,70% live in the eyes. Nevertheless,

according to Nor Raudah Hj. Siren (2006) proved that about 80% of

human knowledge acquired through the senses of sight (vision), 11%

through ear sensory (hearing) and the remaining 9% is from the senses of

touch and taste. This clearly shows that the combination of the senses of

sight and hearing gives high input for the audiences to receive messages

effectively.

Another important thing needs to be considered before gathering,

designing and creating the information of Islamic animated infographics

is to know the target users or audience. Information served depends on

the knowledge of the audience. Knowing the background of the audience

is essential because information interpreted based on their understanding.

Besides, the information delivered will be understood if the designers

identify and get study first about the background of the audience before

they are designing the particular information. As stated by Gallagher and

Paldy (2007), when it comes to designing the information, two parties

will be involved which are the designers and the audience. Both parties

must have shared language which includes visual language and cultural

involvement. The designers should understand the social and cultural

value of the audience once it related to use the words and images

(Gallagher & Paldy, 2007). This is to ensure that the information

43

designed does not touch the sensitivity of the society, race and other

religion.

Furthermore, visual cues should be put when processing the

information for Islamic animated infographics. Every information need

to encode with cues to make sure the information interpreted successfully

(Gallagher & Paldy, 2007). A simple example of visual cues is when

someone in a bad mood, meaning they have a problem that needs to be

encountered. This is one of the examples of visual cues that are

happening in our daily life. However, the process of visual cues helping

the audience in understanding the information well. First thing first,

designers need to understand what the visual cues should be to put in the

information to ensure that the information is successfully processed

(Gallagher & Paldy, 2007).

Besides, visual hierarchy becomes an important element to attach

to the information. Visual hierarchy is an arrangement of the element that

shows the most important information and least important. It gives

guidance and influence to the eyes of the audience from what they are

seeing. It was supported by Eldesouky (2013), that human eyes follow

what they observing of the information because existing of visual

contrast between the forms that are involved. According to Gallagher and

Paldy (2007), visual hierarchy contains in all designs and this will guide

the audience about the message delivered by helping them to understand

the information. The first information, secondary and tertiary information

44

should provide a strong visual hierarchy. This means, the first

information should carry more information and visual weight. Whereas,

for the second information and next, information and visual weight

slightly carry less.

2.6.2 Information in Da’wah View

The web now has got to be real hotspots for information and that us

including religious information (Haslin Hasan & Hamdzun Haron, 2013).

Currently, the web becomes one of the platforms in getting and

disseminating any kind of information and knowledge. Information is

basic material for building the knowledge systems (Wan Adli Wan Ramli

& Mohamad Kamil Hj. Ab. Majid, 2006). Religious information on the

web on this day getting increasing because people tend to learn the

knowledge of Islam without having a formal class or by having struggled

to move from their home to learn the knowledge of Islam. By all these

possibilities, they can get and learn the knowledge of Islam just by

clicking on with their fingers to know that particular knowledge. This

supported by Haslin Hasan and Hamdzun Haron (2013) which mentioned

that the internet becomes main sources in getting the information which

includes religious information.

Moreover, the web has additionally changed the religious talk in

numerous dynamic ways. Exclusion of space and time boundary allow

45

people in seeking and learning of knowledge for any place at any time

(Haslin Hasan & Hamdzun Haron, 2013). Thus, this will make life easier

in seeking the knowledge without spending a lot of money to attend the

class and reducing their energy to find the authority people to learn

Islam. Unfortunately, people need to be careful in accessing the

numerous number of Islamic information because it does not have the

validity of the information. Here, people need to refer to expertise in the

religious field, whether that information is authentic and can be trusted.

This is by has been proof by Haslin Hasan and Hamdzun Haron (2013),

where religious ideas are outside the mainstream because the difficulties

to control the information over the media. Moreover, according to Wan

Adli Wan Ramli and Mohamad Kamil Hj. Ab. Majid (2006), problems

related to the unlimited information will lead to the information supplied

is false, speculative or defamatory. Lack of restrictions on unlimited

information would make widespread of falsehood until it is considered

true based on quantity rather than quality.

Information on Islam becomes one of the interesting topics to be

studied. In Islamic research, this is a new thing because it involves the

Islamic knowledge and also social knowledge. According to Zulkarnain

(2013), information in Islam is a new power for people. Muslim was

encouraged to seek the knowledge in this era of information. This

advancement gives the added-value to the people particularly for the

Muslim to become closely to the Lord (Zulkarnain, 2013). Technological

46

developments provide an opportunity to the society by providing the vast

of information particularly knowledge of Islam. Information in Islam is

not limited. Qurān has revealed in āyāt (sign) in Al-Kahf, 18 verse 109:

Say,” If the sea were ink for [writing] the words of my

Lord, the sea would be exhausted before the words of my

Lord were exhausted, even if We brought the like of it as a

supplement.”(Al-Kahf, 18:109)

Besides, information is attempting to influence a person’s attitude

and character (Agus Sofyandi Kahfi, 2006). Good and effective

information can be seen to become a transforming agent and shaping of

behavior and moral one. As the human need to have rules and adab

(ethics) in relation to other human beings, it is same goes in delivering

the information. According to Agus Sofyandi Kahfi (2006), the power of

information in influencing the audience, require an ethical aspect in

delivering the information which needs to be considered by the people

who are conveying the information. Islam (referring to the Qurān and

Hadith) arranges for the information delivery to effectively convey and

do not harm both parties (the people who have conveyed this information

and the audience), as well as do not reach out of the base and guidelines

that have been set out.

Today, we are living in the vast of information. Many types of

information that have been serving for us to become knowledgeable

47

people. Consequently, there has the information that allowed and

prohibited in Islam. Muslims should know the types of information that

can be accessed by them as a guideline. According to Abdul Karim

Batubara (2013), elements of wisdom should implement in the

propagation and dissemination of the information. Meanwhile, elements

of a reminder about the rewards and punishment already stated in various

verses in Qurān and Hadith about the information sharing and

conveying.

Table 2.6: Information which allowed in Islam

Information that Details

Allowed in Islam

Naba Al Haq Information delivered should be true. The content (The true story) of the information should be right and accurate.

a) Firm and truth information

And each [story] We relate to you from the

news of the messengers is that by which We

make firm your heart. And there has come to

you, in this, the truth and an instruction and a

reminder for the believers.(Hud, 11:120)

b) Information that is not hidden the right one

and try to combine with the right and wrong

information.

And do not mix the truth with falsehood or

conceal the truth while you know [it]. (Al-

Baqarah, 2:42)

Those to whom We gave the Scripture know

him as they know their own sons. But indeed,

a party of them conceal the truth while they

know [it].

(Al-Baqarah, 2:14)

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Information that Details

Allowed in Islam

Information that contains the truth by

informing the truth is the truth and wrong is

wrong.

That He should establish the truth and

abolish falsehood, even if the criminals

disliked it. (Al-Anfal, 8:8)

Information delivered not favoring in any

group.

And if two factions among the believers

should fight, then make settlement between

the two. But if one of them oppresses the

other, then fight against the one that

oppresses until it returns to the ordinance of

Allah. And if it returns, then make settlement

between them in justice and act justly.

Indeed, Allah loves those who act justly.(Al-

Hujurat, 49:9)

c) Information that could resolve disagreements.

Mankind was [of] one religion [before their

deviation]; then Allah sent the prophets as

bringers of good tidings and warners and

sent down with them the Scripture in truth to

judge between the people concerning that in

which they differed. And none differed over

the Scripture except those who were given it –

after the clear proofs came to them - out of

jealous animosity among themselves. And

Allah guided those who believed to the

truth concerning that over which they had

differed, by His permission. And Allah guides

whom He wills to a straight path.

(Al-Baqarah, 2:213)

49

Information that Details

Allowed in Islam

Al-amru bi Information must be contained good values and

ma’ruf wa al- reduce the awful value.

nahyi munkar You are the best nation produced [as an example]

(commanding for mankind. You enjoin what is right and forbid

good and what is wrong and believe in Allah. If only the

forbidding evil) People of the Scripture had believed, it would have

been better for them. Among them are believers,

but most of them are defiantly disobedient.

( Ali-‘Imran,3:110)

Hikmah Information delivered contain severe and factual

(Wisdom) which can be differentiated with right or wrong.

However, it contains the element of wisdom.

Invite to the way of your Lord with wisdom and

good instruction, and argue with them in a way

that is best. Indeed, your Lord is most knowing of

who has strayed from His way, and He is most

knowing of who is [rightly] guided. (An-Nahl,

16:125)

Tabayyun Information should be clear by finding the main

(Investigate) resources and information that can provide clear

information and clarification.

O you who have believed, if there comes to you a

disobedient one with information, investigate, lest

you harm a people out of ignorance and become,

over what you have done, regretful.(Al-Hujurat, 49:6)

Mauizah Information should serve the good example to the

hasanah public for them to follow.

(Good advice) Invite to the way of your Lord with wisdom and

good instruction, and argue with them in a way

that is best. Indeed, your Lord is most knowing of

who has strayed from His way, and He is most

knowing of who is [rightly] guided. (An-Nahl,

16:125)

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Information that Details

Allowed in Islam

Layyin (gentle) Information conveyed by using the gentle words

and do not use the harsh word.

So by mercy from Allah, [O Muhammad], you

were lenient with them. And if you had been rude

[in speech] and harsh in heart, they would have

disbanded from about you. So pardon them and

ask forgiveness for them and consult them in the

matter. And when you have decided, then rely

upon Allah. Indeed, Allah loves those who rely

[upon Him].(Ali-‘Imran, 3:159) Source: Agus Sofyandi Kahfi (2006)

Other than that, there are also emphasized in Islam about the

information which is prohibited to be used in everyday life. This

prevention is for our benefits in this world and the hereafter.

Table 2.7: Information which prohibited in Islam

Information Details

Prohibited in Islam

La skhariyyah The information conveyed does not contain the

(Not discrediting elements of being disgrace other people and do not

others) shame others.

O you who have believed, let not a people ridicule

[another] people; perhaps they may be better than

them; nor let women ridicule [other] women;

perhaps they may be better than them. And do not

insult one another and do not call each other by

[offensive] nicknames. Wretched is the name of

disobedience after [one’s] faith. And whoever does

not repent - then it is those who are the wrongdoers.

(Al-Hujurat, 49:11)

Woe to every scorner and mocker. (Al-Humazah,

104:1)

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Information Details

Prohibited in Islam

La Su’ul al zhan The information cannot contain the elements of

(Not being suspicion.

suspicious) O you who have believed, avoid much [negative]

assumption. Indeed, some assumption is sin. And do

not spy or backbite each other. Would one of you like

to eat the flesh of his brother when dead? You would

detest it. And fear Allah; indeed, Allah is Accepting

of repentance and Merciful. (Al-Hujurat, 49:12)

Why did they [who slandered] not produce for it four

witnesses? And when they do not produce the

witnesses, then it is they, in the sight of Allah, who

are the liars. (An-Nur, 24:13)

La tajaasus The information conveyed must do not have an

(Not peeping on element of surveillance to make shame and blemish

others) others.

O you who have believed, avoid much [negative]

assumption. Indeed, some assumption is sin. And do

not spy or backbite each other. Would one of you like

to eat the flesh of his brother when dead? You would

detest it. And fear Allah ; indeed, Allah is Accepting

of repentance and Merciful. (Al-Hujurat, 49:12)

La ghibah The information does not exist the element of

(Not backbiting) backbiting or gossiping other people.

O you who have believed, avoid much [negative]

assumption. Indeed, some assumption is sin. And do

not spy or backbite each other. Would one of you like

to eat the flesh of his brother when dead? You would

detest it. And fear Allah ; indeed, Allah is Accepting

of repentance and Merciful.(Al-Hujurat, 49:12)

La Buhtan The information cannot exaggerate to make the story

(Not lying) more interesting.

And they attribute to Allah that which they dislike,

and their tongues assert the lie that they will have the

best [from Him]. Assuredly, they will have the Fire,

and they will be [therein] neglected.

(An-Nahl, 16:62)

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Information Details

Prohibited in Islam

And do not say about what your tongues assert of untruth, “This is lawful and this is unlawful,” to invent falsehood about Allah. Indeed, those who

invent falsehood about Allah will not succeed.

(An-Nahl, 16:116)

La Ifkun Cannot disseminate the information which

(Not slandering manipulates the fact and do not make defamation of

/deceiving others) others.

Why did they [who slandered] not produce for it four

witnesses? And when they do not produce the

witnesses, then it is they, in the sight of Allah, who

are the liars. (An-Nur,24: 13)

Source: Agus Sofyandi Kahfi (2006)

2.6.3 Communication

Islamic animated infographic should deliver in most clear

information. Communication is needed in delivering the important

information to the audience. By having a good and excellent

communication style in animated infographic, a problem such as could

not understand the message could be solved. It needs to be delivered in

most simple and concise with precise information. Communication

through cyber as Islamic animated infographics for example are more

exciting and interesting because it is embedded with the audio, video,

animation, graphics and text which is information (Aznan Zuhid Saidin,

2012a). Some important elements of communication should emphasizing

53

by the designers on producing a good Islamic animated infographics

which are appeal, comprehension and retention (Lankow et al., 2012).

This three basic condition will provide effective visual communication

(Vanichvasin, 2013).

Figure 2.10: Elements of communication

Appeal means information must be clear and it should engage with the

audience. This will lead people’s attention and attraction. Peoples appealing

will increase the level of understanding in getting knowledge dissemination.

Visual communication needs to persuade in order to engage with the

audience. Apart of this, visual rhetoric is look practical to communicate the

visual images. As stated by Olson, Finnegan, and Hope (2008) in his book,

Visual Rhetoric: A Reader in Communication and American Culture, visual

rhetoric derived from the two terms which are visual and rhetoric. “Visual

implies the cultural practice of seeing and looking, as well as the artifacts

produced in diverse communicative forms

54

and media” while rhetoric means “as practice and theory concerns

persuasive symbolic actions primarily” (Olson et al., 2008). The power

of rhetorical figures give potential in give meaning and provide better

understanding to the audience (Lengler & Moere, 2009). According to

Norrodzoh Hj. Siren (2006), rhetoric is the art of using words and the art

of effective communication, whether in speaking or writing. She also

mentioned that, rhetoric allows study done on style or rhetorical elements

while creating space to learn the ins and outs of manipulating language to

become beautiful and efficient without compromising the sentence

structure and semantics. However, as Muslims they should trust the

strength of divine rhetoric contained in the Qurān as a guideline in the

formation of righteous rhetoric in order to attract and enable the delivery

of the message of Islam (Norrodzoh Hj. Siren, 2006).

Comprehension means effective communication gives the

audiences better understanding the information and knowledge delivered

(Vanichvasin, 2013). Visual learner needs to see something in visual

form in order to understand it (Lankow et al., 2012). The Neil Fleming’s

VAK model is a model to show about the style of thinking. VAK stands

for visual-auditory-kinesthetic, which express the way of learning style.

This model “provides a very easy and quick reference inventory by

which to assess people’s preferred learning style, and then most

importantly, to design learning methods and experience that matches

people’s preferences” (Leadership, 2010). Islamic animated infographic

55

can be related with the cognitive theory since it can give benefits by

stored for the long-term memory to the brain. According to Anuar Mohd.

Yusof and Kamarulzaman Ab Aziz (2010), cognitive theory focus on the

process of animation which is crucial in the learning process. It involves

the visual and auditory of the audience by seeing the images of the visual

path and hearing the narration for the verbal path. Cognitive process

“occur when the receiver element were integrated with the animation and

narration into the working memory” (Anuar Mohd. Yusof &

Kamarulzaman Ab Aziz, 2010).

Figure 2.11: VAK model

Source: Gray (n.d)

Furthermore, retention able to help people to retain information for

the long-term memory. The graphics give opportunity to people stored

information in their memory for long lasting because the human brain can

recall the symbols, scenes, pictures (Lankow et al., 2012).

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Figure 2.12: Vitruvian principles

Source: Scalera (2014)

Vitruvius’ principles have three elements in measure the quality of

a good infographic which are utility, soundness and beauty (Lankow et

al., 2012). Balancing of three Vitruvian requirements determine visual

structuring of data attributes more ‘trivial’ (Moere & Purchase, 2011).

Utility means the way of infographics meet the objectives. There

are two approaches to reach an objective which are explorative and

narrative. Explorative leads the audience able to analyze the information

and can make the own conclusion. While narrative gives specific

information that inform predetermine story (Lankow et al., 2012). Both

approaches will give clarification of overall information to the audiences.

57

The element of utility gives effectiveness and efficiency to the designers

in order delivered the good infographics (Moere & Purchase, 2011).

“Soundness is concerned with reliability and robustness” (Moere &

Purchase, 2011). It is related to the quality of the visualization

presentation. The success of the infographic is able to communicate with

the meaningful information to the audiences. Messages transmission

plays the vital part in telling the story about the overall information. In

getting a good infographic, information itself need to complete,

trustworthy and interesting (Lankow et al., 2012). The subject matter of

the infographic need emphasized to ensure the level of willingness of

audiences to read the content. Besides, the content of the infographic

need to relate to the target audience (Lankow et al., 2012).

The beauty of the design plays an important aspect in conveying

the excellence information. Two things need to highlight such as format

and design quality. The outcome will be superior when appropriate

format is used. Besides, when the information represented in

straightening and design with appropriate given the subject matter, it can

be considered high quality and appealing the audience at the first glance

(Lankow et al., 2012).

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2.6.4 Communication in Da’wah View

The role of the communication media must be started from the

principle of al-amru bi al-ma’ruf wa al-nahy munkar (commanding good

and forbidding evil). This principle is a benchmark of the role of the

communications media itself to ensure the maintenance of five major

Maqāsid al-Sharī’ah (the purposes of the Sharī’ah), which kept the

religion, intellect, lineage, life and property. According to Aznan Zuhid

Saidin (2012b), “Islamic communication can be understood to be all

forms of communications as guided by the Sharī’ah”(p. 78). This means

that the role of the communications media designed to be hovering

around the Maqāsid al-Sharī’ah itself. In this case there are two

approaches that must be played by the communications media in the

context of Maqāsid al-Sharī’ah such as approach social responsibility

and also from the point of development (Aminudin Basir @ Ahmad,

Mohamad Sabri Haron, & Nik Yusri Musa, 2009). Furthermore, Islamic

communication is about conveying the ma’lumat (information, ideas and

attitudes) that are exact and precise according to Islam (Zulkiplie Abd.

Ghani & Mohd Safar Hasim, 2004).

In addition, communication in Islam is visually perceived as a gift

from the Lord, and as a crucial ability for the improvement and

development of the individual-self and organizations (Siddiqui, 2003).

People as warisatul al-anbiya’ (Prophet’s inheritors), that appointed by

59

Allah to become a vicegerent on earth should emulate the methods of

communication of the Prophet with makes the Qurān and the Hadith as a

guide (Norrodzoh Hj. Siren, 2006). It was supported by Aznan Zuhid

Saidin (2012b), Qurān and the Hadith provide guidance in good conduct

and behavior while interact with other. Communication in Islam must be

started from Habl min Allah (relation between man and Allah) which is

Abdillah (slave of Allah) and Habl min al-nās (relation between man and

man) which is khalīfah (vicegerent). Allah gives the responsibility to the

human as khalīfah on this earth. People need to apply Habl min al-nās

relationship to communicate each other. This relationship needs

corresponding and connecting with the Habl min Allah relationship as a

highest rank of priority (Mohamad Fauzan Noordin, 2009). This

communication activity in Islam aimed to establish the vertical

relationship (Habl min Allah) between ‘slave’ and the Lord and also

horizontal relationship (Habl min al-nās) means the relationship between

human being. This kind of communication activities would increase the

level of taqwa (conscious of Allah) in the individual person and the

formation of a better transformation society under the Islamic principles.

These two ways of communication activities is to achieve the purpose of

human creation in this world (Mohamad Fauzan Noordin, 2013).

Knowledge dissemination process is also involving human

communication with the human (Norrodzoh Hj. Siren, 2006). Islamic

60

animated infographic seems can assist and help the human-beings in

fulfilling their relationship with Habl min Allah and Habl min al-nās.

A few words in the Qurān were mentioned about communication

activities such as Al-Bayan (explanation) and Al-Qawl (word).

Table 2.8: The words about communication activities that have

mentioned in Qurān

Al-Bayan Al-Qawl

(explanation) (word)

Ali-‘Imran: 138 Az-Zariyat: 8

Ar-Rahman: 4 An-Nisa’: 148 & 108

Al-Qiyamah: 19 Al-An’am: 112

Al-A’raf: 205

Ar-Ra’du: 10 & 33

An-Nahl: 86

Al-Anbiya’: 4 & 110

Al-Qasas:51 & 63

Az-Zumar: 18

Muhammad: 30

Al-Mujadilah: 2

Al-Hajj: 24

Al-Mu’min: 68

Source: Nur Nazihah Rahim et al. (2015)

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Furthermore, Islamic based-communication must be derived from

Qurān and Hadith. This is because everything in relation to the process

of communications, whether in the principles, methods, messages,

objects and media should be based on inspiration, and the Sunnah of the

Prophet (PBUH), i.e. his sayings or actions. This communication practice

is considered as a part of worship in Muslim life (Nor Saleha Mohd

Salleh, 2012). Besides, “the act of communicating Islam has been

promised by the Lord as an ahsan (better) reward” (Zulkiplie Abd. Ghani

& Mohd Safar Hasim, 2004). As mentioned in āyāt (sign) in Fussilat, 14

verse 33:

And who is better in speech than one who invites to Allah

and does righteousness and says, “Indeed, I am of the

Muslims.”

2.6.5 Technology

Nowadays, technology becomes an essential tool in line with the

age of globalization which increasingly moving towards superiority and

modernity. Design tools of technology seen make human activities easier

and faster. This was supported by Abd. Aziz Ahmad (2011) the

development of technologies makes simplifies the life become more

efficient and practical. In these days with the vastness of technologies

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advancement, infographic could be transformed into animated images as

well (Siricharoen & Siricharoen, 2015). This possibility was realized by

having computers and software technologies that offered in creating

animated infographics (Soyluçiçek, 2015). Hence, Islamic animated

infographics could be a solution in disseminating the information

effectively. Animated infographics try to convey the same information

with other infographics but it tends to use video footage or animation to

create the illusion of motion (Visual.ly, 2014). The combination of data

visualization such as video, text, speech, special effect and 3D animation

make this kind of infographic have its own privilege and do differ from

other infographics (Visual.ly, 2014). Another advantage of Islamic

animated infographic is, it can catch the eyes and draw the attention of

the audience when they are seeing the infographic in animated form

(Rebecca, 2013; Skau, 2013).

Islamic animated infographic is able to become one of the

alternative ways of understanding the knowledge about Islam effectively.

With the explosion of the current technology, Islamic animated

infographics for the da’wah dissemination could be realized. Technology

has significantly affect in da’wah activities (Abd. Aziz Ahmad, 2011).

According to Nor Raudah Hj. Siren (2006), style of presentation with

futuristic and combined with the animation or movement images will

look attractive and stylish. This all thing can be generated through the

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motion graphics by the designers in expressing their creativity (Gallagher

& Paldy, 2007).

Motion graphics are capable of producing a good Islamic animated

infographic because the capability of the software that allows for

perfectly designed. This is supported by Gallagher and Paldy (2007) that

most of the motion graphics produced with the help of a computer, using

a specific software. Motion graphics is a combination of traditional and

modern art. It is stated by Gallagher and Paldy (2007) that motion

graphics is hybrid; which combines the visual art of basic elements of

design that uses a traditional form of art and digital art and design used in

the technology. This combination surely produces a great output in

attracting in performing the da’wah and for more audience to study

Islamic knowledge through animated infographics. The advancement of

technology makes the method of preaching more creative and attractive

(Abd. Aziz Ahmad, 2011).

64

Figure 2.13: Elements and principles of motion graphics

Motion graphic is also known as moving graphic which is given

meaning by the hallucination of the movement or changing the look of

visual factors which are created by video or animation technology (Dare

& Asadollah, 2014). People referred animated infographics as motion

graphics. As mentioned before, motion graphic not necessarily

infographic. But it was surely animated infographic or it is also known as

an animated graphic. Only here, the animated graphic (motion graphics)

does not attach and discloses information elements in the graphics.

Motion graphics are a combined element of design and film. Type, color,

shape and line are the elements of design while from the film elements

65

consist of compositing and framing, sound and editing (Gallagher &

Paldy, 2007). The basic element of this design is very important in

producing a good graphics likely as animated infographic. Besides, other

influential factor and elements of motion graphics are motion, sound,

images and color (Dare & Asadollah, 2014).

The type is also known as typography. It is one of the components

used in the motion graphics (Gallagher & Paldy, 2007). This word

commonly used to construct the message in graphic design by the letter

appearing on the computer screen as a way to communicate with the

audience (Gallagher & Paldy, 2007; Krashner, 2008). By having a proper

design of typography, the audience will understand more about the flow

of graphic and message delivered successfully. According to Gallagher

and Paldy (2007), the audience can understand more about the graphics

because the artistic decision is applied in the movement and effect of the

typography. Besides, verbal meaning contained in the typographic form

and it communicates effectively when the verbal message reach in the

state on the composition of the graphics (Evans & Thomas, 2003). Every

typography has its own style by having a different shape, design and

color. It is supported by Gallagher and Paldy (2007) that the style of the

letter contains the distinctive message behind the communication.

Moreover, typography also influenced by time and motion in enhancing

the communicative power to the audience (Krashner, 2008). This

interactive dimension is needed in producing a

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good graphic such as Islamic animated infographics in making the

audience more interested.

The color is one of the design elements. Color gives to affects the

mood of the audience. As stated by Gallagher and Paldy (2007), color

can affect a person’s attitude or mood. He also mentioned that, “use color

as a tool to impart the emotion of the design onto the viewer, guide them

in understanding the content, and use it to create impact and help them

remember the message” (p.103). The selection of an appropriate color

will attract the hearts of many audiences willingly to watch. As stated by

Evans and Thomas (2003), certain colors mean by direct communication

to the words or pictures. The combination of colors, words and images in

the Islamic animated infographic will be conveyed the message of the

Islamic animated infographic well and will indirectly improve the

audience’s understanding. In addition, color has a role in visual principle

and can apply in other elements (Evans & Thomas, 2003). “It can help to

create emphasis and variety, support an established hierarchy, and active

shape and space” (Evans & Thomas, 2003). As proved by Gallagher and

Paldy (2007), the audience can recognize the color first before read the

text or look at images of the design. Thus, color is a very vital element

because choosing the right color will make the interaction successfully

between motion graphic and the audience.

The next element of the motion graphic design is a shape. The

shape means as a figure or mass (Evans & Thomas, 2003). Shape is

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divided into two parts which are two-dimensional design and three-

dimensional design. He also stated that, contains two-dimensional shape

width and length, whereas three-dimensional shape encompasses volume,

mass and which have a better describe as a form. Every shape has its own

meaning in delivering the message. It is proved by Evans and Thomas

(2003) that “shape must reflect the intent of the message”. The shape also

consists of figure and ground. According to Evans and Thomas (2003), it

has the relationship between figure and ground which are positive/shape

or negative/shape. This provides the balance in the visual design. Hence,

the explanation of the shape above, it is clear that the right selection of

shape will affect the result of an excellent graphic.

Furthermore, among the elements of the film motion graphic are

compositing and framing. According to Gallagher and Paldy (2007),

compositing can be declared as multiple sources are being used in

elements such as picture, typography, graphic and sound. This stage is

the complex one because it combines multiple elements in a single time.

Picture, type, graphic and sound need to be aligned so that the result is

assured in Islamic animated infographics.

In addition, music and sound are also an important element in the

graphics. As proved by Dare and Asadollah (2014), about 70% shows

that the sound gives effect in motion graphic especially in commercial

advertisement and others. Designers have power in controlling the

emotional impact of the audience by placing the appropriate sound or

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background music (Gallagher & Paldy, 2007). Sound provides a sound

element that will make motion graphics more appealing to the audience.

According to Gallagher and Paldy (2007), people will respond

emotionally to hear what they are and pass on that emotion to what

people see. Selection of an appropriate sound with a graphic will make

the audience understand the message delivered. This is because the sound

that has been chosen in graphics must support the message of emotion

(Gallagher & Paldy, 2007). Besides, the sound can also help the transfer

of influence and help the feeling be well express (Dare & Asadollah,

2014). Indirectly, with the appropriate sound or music that is attached in

graphics with message delivery in Islamic animated infographics will

succeed. In term of Islamic view in using of sound in animation such as

Qurānic verses, du’a (invocation), strains of zikr (the remembrance of

God), it can soothe the soul (Nor Raudah Hj. Siren, 2006). Thus, it will

raise serenity towards audience once they are listening.

In addition, motion graphics principles should also be focused on

the production of the attractive graphic. Among the principles outlined

motion graphics such as contrast, balance, color, alignment, proximity,

line and repetition (Corona, 2012).

The first principle of motion graphic is contrast. According to

Evans and Thomas (2003), the contrast gives meaning by “juxtaposition,

which refers to a relational, comparative placement of two or more

elements” (p.55). Contrast possibility is non-stop. This is because the

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relationship between the two things makes this contrast such as endless

like negative verses positive, still verse chaotic, rough smooth verse and

others (Evans & Thomas, 2003). The difference between of these two

different things makes a contrast easier to identify. The image of this

contrast makes the attraction the eyes and draws the attention of the

audience. But if too much contrast elements placed, it possibility can

break harmony and unity in the design, chaos and confusion (Bradley,

2014). Thus, it needs for the designers to decide before designing other

elements in avoiding confusion to the audience.

The next element is color. Color plays a significant role in

producing the best graphic. Color gives specific meaning to different

cultures, religions and nations that give its own interpretation to the

selection of a color (Gallagher & Paldy, 2007). So the choice of color

should be balanced to avoid a crisis between the designer and the

audience. According to Gallagher and Paldy (2007), different groups

have their own identity with the specific color combination in expressing

their uniqueness. Thus, the designers need to emphasize on a color in

designing the graphics and study the target audience first before

designing the particular graphic. As stated by Dare and Asadollah (2014),

color also related with the vision by “sensing the stimulator enter into

memory and are saved there for about one second” (p.822). This brings

the long focus level of the human mind for the audience. The color used

for conveying the emotion to the audience, guiding the content by

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providing an understanding, creating impact and help the audience

remember the message delivered (Gallagher & Paldy, 2007). They also

stated, choosing the right color with the same emotional feeling is the

best action taken by the designers. This means that color effect and

considerable influence the audience. There are several color schemes that

designers need to follow in putting the right such as achromatic color,

monochromatic, analogous, complementary, split complementary, clash,

primary, secondary and tertiary (Gallagher & Paldy, 2007).

Table 2.9: Types of color scheme

Color Scheme Example Details

Achromatic Only black, white and gray color is being used. There is

not exist other than that color.

Monochromatic This scheme only uses only

hue or tint of hue. This color

will impress the audience

because it gives the real effect.

Analogous This color scheme uses the

next color to each other on the

color wheel. This is helpful

for the audience because it

gives the sense of depth.

Unfortunately, this color

scheme doesn’t grab the

attention of the audience

because it slightly shifts color

in the wheel.

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Color Scheme Example

Details

Complementary This color scheme is using the

contradictory color in the

wheel. This will create the

enthusiasm and give the

impression to the audience.

Split Basically, this color used three

Complementary colors in the complementary

scheme. This three color are

the chosen color,

complementary color and

opposite side of the color

scheme. This slightly same

with the complementary color

scheme, but it increases

brilliantly.

Clash This color is used single color

combine with color directly

from the right or left. These

colors are not visually

appealing, but it catches the

attention of the audience

because two strong colors are

struggling with getting the

focal point of the audience.

Primary Using color such as red,

yellow and blue.

Secondary

Orange, green and purple are being used.

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Color Scheme Example Details

Tertiary This color is not a primary and

secondary color. It is middle

of those colors in the wheel

have many combinations of

tertiary colors.

Source: Gallagher and Paldy (2007)

According to Nor Raudah Hj. Siren (2006), use of the appropriate color

such as simple color and soft color for example are white and green color

give soothing to the eyes. In the Qurān, there also have mentioned about

the color. The color which contained in Qurān such as white, black,

green, yellow, blue, red, pink and dark green that reflect the specific

nature (Monika @ Munirah Abd Razzak, Nik Mohd Zaim Ab Rahim,

Nur Asilah Ibrahim, & Khadher Ahmad, 2013).

Table 2.10: Types of color in the Qurān

No. Color Total word Total verse

1 White 12 10 2 Green 8 8

3 Black 8 7

4 Yellow 5 5

5 Blue 1 1

6 Red 1 1

7 Pink 1 1

8 Dark Green 1 1

Total 37 34 Source: Monika @ Munirah Abd Razzak et al. (2013)

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The next element is a balance. As stated by Krashner (2008),

balance in one of the important element used in the daily life and also in

designing. It is provides a sense of cohesiveness and creates stability in a

frame. Basically, there are two types of balance which are symmetric and

asymmetric (Evans & Thomas, 2003). Symmetric balance means

“elements are arranged the same or very similar on either side of a

central axis” (Evans & Thomas, 2003). According to Krashner (2008),

equal and weight is instilled in the division of the space. This gives a

feeling of unity and harmony to the audience because it has the same or

similar objects that are arranged together. He also stated that there are

two types of symmetrical balance such as radial balance and

crystallographic balance. Radial balance means images produce from the

middle of focal points (i.e., water ripple when the stone was thrown)

while crystallographic balance give meaning by many focal points placed

into a repeating pattern. This crystallographic balance also known as “all

over” balance. Whereas asymmetric also known as a symmetric dynamic

which gives meaning as “art of creating balance using uneven number,

sizes, or other kind of elements” (Evans & Thomas, 2003). This will

have multiple design objects that have different size, weight and color.

This object of various sizes makes the design complement to each other.

This balance makes more dynamic sense of organization and providing

the designers more freedom in composing the frame (Krashner, 2008).

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Space is another important element in the principle of motion

graphics. It is a fundamental element in every design. Almost an

arrangement of the design elements involving the spaces and it needs to

have a proper design (Evans & Thomas, 2003). This is because, when

there is space in the design, the graphic won’t be crowded and chaotic.

Space is activated when the line and shape were introduced in the design

(Evans & Thomas, 2003). This line and shape will make the design has

ample space for a design and that makes perfect.

Alignment is the next principle of motion graphics. Poor alignment

in the design contributes to being cluttered and failed in organizing the

good design. Alignment is always associated with the typography or

type. According to Evans and Thomas (2003), type alignment is also

known when involves arranging or styling the style. There is four

categories of type alignment such as flush left/ragged right, flush

right/left ragged, justified and centered (Evans & Thomas, 2003). As

stated by Printwand.com (2014), alignment is significant in designing

motion graphics because it permits the audience to see naturally of that

picture, facilitate balance of the image in order to catch visually

appealing of the audience and make a visual correlation with the related

elements.

Another principle element in motion graphics is proximity. This

element is one of the critical things that should be highlighted when

designers are designing the Islamic animated infographics. “Proximity is

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the position and the space given to the placement of elements in a

composition. The placement of elements together and apart from one

another is a function of proximity” (Evans & Thomas, 2003). Here, it is

clearly shown that proximity is needed to have a good decision to make

sure the designs are not chaos. One element to another element should be

the size and distance control in order to make the design more continuity

and create harmony (Evans & Thomas, 2003). The target audience should

be studied first by the designers to avoid bad impact to the audience in

understanding the message conveyed. As an example, if the target

audience is in the group that has been achieved the golden age, the

element that is designed to be slightly larger than the size of the target

audience is to the teenagers. Moreover, according to Evans and Thomas

(2003) in determining a placement, grid system needs were emphasized

to create visual interest. This grid system will make more orderly and

neat design.

The line is also one of the principles in the motion graphics. The

line is something common that is always can found in every design.

Designers which are always use lines will make the design more

beautiful and attractive along it will give an impact towards the audience.

It is supported by Dare and Asadollah (2014) that lines are the most

influential and mostly used in the motion graphic design. As stated by

(Evans & Thomas, 2003), “a line can be thought of as the moving path of

a point” (p.22). He also mentioned that the path to determine the quality

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and character of the resulting line. There are several types of line that are

commonly found such as straight, curve, arc, scribble and others. The

line will affect the specific character and give specific meaning to the

line. The line will also produce different quality according to the type of

tool used. As an example, charcoal, a digital pen and brush will give

different effects to the design (Evans & Thomas, 2003). Types of line

will certainly give a different feeling to the audience. As proved by Dare

and Asadollah (2014) lines have its own visual inspiration and meaning

in conveying the message to the audience.

The last principle of the motion graphics is repetition. Repetition

gives meaning by the reappearance of one or more elements in a

composition (Gallagher & Paldy, 2007). This is the feeling of unity in the

design. Based on the example given by Gallagher and Paldy (2007) that a

top artist in painting use the dull repetition of images to convey the idea

of consumerism. Repetition is also seen vital in the field of architecture

in getting visual engaging with the people.

The theory used in designing is Gestalt theory. This theory is

referred as a visual perception which describing how we perceive what

we see (Gallagher & Paldy, 2007). As stated by Evans and Thomas

(2003), in Gestalt design elements interaction is look more dynamic

compared with the individual elements. This is because the audience can

accept as a whole, thus create the harmonious towards the design

elements. This is also was supported by Krashner (2008), Gestalt

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explored the visual elements as entire integrated to attain the sense of

harmony. This theory today was discussed from various scholars about

its importance in design world. Gestalt theory was introduced by three

German psychologists (Graham, 2008). It was introduced by

Wertheirmer, Koffka and Kohler which said that it can arise the

autonomous process in the brain (Wagemans, 2014). This earlier

psychologists were helping in establishing the theory of Gestalt

psychology.

Figure 2.14: Gestalt founders

Source: Wagemans (2014)

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According to Ellis (1938), “Gestalt theory was the outcome of

concrete investigations in psychology, logic and epistemology”. This

theory is the base from seeking pattern and people behavior (Tanudjaja,

2005). Thus, it will lead to the audience understanding with meaningful

design decision (Graham, 2008). This theory was contributed to the body

of knowledge. According to Koffka (1935), Gestalt theory leads to the

animate and inanimate field. This proves shown the significant impact in

designing field. The right use of Gestalt theory in designing process will

attract more people to involve in a particular design. Even though this

theory was introduced in a long time ago, this theory was still relevant to

be used in today’s designing process. Gestalt theory for the installation of

visual principle perception become accurate and still relevant to be used

until now (Elder & Goldberg, 2002; Tanudjaja, 2005). Moreover,

according to Furth and Mendez (1963), Gestalt theory consider the

factors in perception when a primary experience of pure, objective object

not yet surrounded by the others. This kind of the theory serves different

phenomenon for the different aspect. It was supported Wertheirmer and

Riezler (1944) that, “Gestalt theory believe it has discovered a decisive

aspect in recognizing the existence of phenomenon and context of a

different of a formally different-nature”.

Gestalt is a play an important role in discussing a perception

(Westheimer, 1998). According to Graham (2008), the function of

Gestalt law of perception is to understand the visual information from the

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surrounding. Graham (2008) also added that, design of interactive media

may use Gestalt law of perception in increasing the understanding of the

audience. Gestalt gives a perception of complete visual for each art

(Tanudjaja, 2005). In addition, according to Tanudjaja (2005),

interpretation process of Gestalt gives for the long-term memory of

human brain. This proves give benefit to the human-being in order to

process the visual faster. As stated by Condly (2003), perception is a

psychological process to recognize and give meaning to the human brain

which are received stimuli of organ. This shows that the vital of

perception in human brain to process the visual as a better approach.

Gestalt psychology shows that human perceive the visual environment as

unitary elements. Thus they tend to group the individual elements of

visual scene to a large structure (Kootstra, Bergstr¨om, & Kragic).

According to Puspitasari and Darmawan (2014), Gestalt mentioned about

the perception of the object as a structure while cognitive approach make

the perception as a mental operation. Gestalt principle is a basic theory

which plays the roles in producing the visual creativity (Tanudjaja,

2005). This visual creativity produces when the eyes see the visual using

Gestalt principle and gives the different meaning for different people

based on what they are seeing. Gestalt principle can be described as the

information or pattern into a meaningful unit (Condly, 2003). According

to Tanudjaja (2005), Gestalt principle are always used in output

assessment for the design. Furthermore, it can improve composition,

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organize information and enhance the visual communication (Graham,

2008).

Many scholars had discussed about the elements of Gestalt theory.

This theory uses elements such as figure/ground, proximity, closure,

similarity and continuation (Graham, 2008; Tanudjaja, 2005). This

gestalt visual law becomes visually important to explain of certain visual.

The first element that will be discussed in the Gestalt laws of perception

is figure and ground. In figure and ground element, some of the objects

salient while other parts are fall back into the background (Condly,

2003).

Figure 2.15: Figure/ground (Rubin’s Face/Vase)

Source: Tanudjaja (2005)

Each visual object can be identified with the existence of contrast from

foreground and background (Tanudjaja, 2005). This is also agreed by

Graham (2008) which is figure/ground is depends] on the contrast of the

visual. This proves shows the importance of contrast in a visual element

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in order to identify the figure and ground for each design. According to

Tanudjaja (2005), the contrast is needed to understand the picture

between positive space (figure) and negative space (ground). This

element uses in diverse usage such as in visual image and also in the

animation process. For the visual images and text, it must be contrast to

get the visible eye-looking in order to get the understanding of the

audience. While for the animation production, it also increases the

maximum level of understanding (Graham, 2008). Figure or ground give

viewer to focus on the visual by serving the expect to see (Condly, 2003).

Object contains two parts which are the figure (the district area that is

seen on the picture object attention) become more crowded compared to

the background (Condly, 2003). Moreover, figure/ground element will

help to identify the object (figure) which are different from background

(ground) (Graham, 2008).

The next element of the Gestalt law of perception is proximity.

Proximity makes the object that are located near to each other tend to be

grouped together and object that are located far from each other tend to

be separated (Graham, 2008).

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Figure 2.16: Proximity

Source: Graham (2008)

This statement was supported by the (Condly, 2003) that people tend to

see the information or visual which are place in a group and being

related. As for the example, when text are separated by the gap, reader

need to struggle reading the information provided (Graham, 2008).

Elements that are close with each other will look unite and stronger.

According to Tanudjaja (2005), if there is an object which is manifest,

the human eyes is more likely to view it. As stated by Condly (2003), the

audience are prefer to see the position of the close object rather than

assortment object and somehow, the object that is farther apart. From all

the statement above, the vital factor of proximity is space. As mentioned

by Westheimer (1998), the factor of proximity is the object components

are close to each other. Moreover, the strength of the two elements make

it nearer to each other (Puspitasari & Darmawan, 2014). Psychologist

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proved that, the visual perception formed from the ability of the brain to

focus on the objects that sit close against objects that are far apart

(Puspitasari & Darmawan, 2014).

The next element of Gestalt theory is closure. People tend to see

the close gap of the visual form (Graham, 2008). This is because they

want to see the complete object rather than an incomplete one. As stated

by Gallagher and Paldy (2007), the missing pieces in the design create

the seamless of the objects.

Figure 2.17: Closure

Source: Graham (2008)

According to Westheimer (1998), close curve for the closure element is

more better than the open one. This principle gives influence to the

audience since they have seen the visual images. As stated by Tanudjaja

(2005) closure principle in design make audience able to remember the

visual element and long-lasting memory. Once the information is

missing, people will focus on what is present in the visual and neglect the

missing parts to complete the form. There is also exist the closure in

animated form. According to Furth and Mendez (1963), closure usually

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is in predictable because the object is moving faster. This case could

prevent if the closure is drawn carefully and in the right way.

The next element is a similarity. According to Wagemans et al.

(2012), the elements share the same properties such as brightness,

contrast, color, texture and other.

Figure 2.18: Similarity

Source: Graham (2008)

This similarity will make harmony and unity in each visual. This is

supported by Graham (2008) that the visual element have similar whether

in shape, color, proximity, direction perceived as a part of a group even

though in spatially separated. The same object will be seen together as a

group because of the shape, color, direction and size (Tanudjaja, 2005).

The existence of Gestalt in an element of similarity make the brain tends

to see the object that has the same form (Puspitasari & Darmawan, 2014).

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This statement was supported by the other researchers that, the

psychologist said people tend to see the collection of object perceive as a

pattern (Condly, 2003). Element of similarity happened in the visual

design because of the factor of the object are similar to one another

(Westheimer, 1998). In animated form, similarity element increase

tendency of the audience because it is grouped either physically or

conceptually (Graham, 2008). This will enhance the understanding of the

audience in the animated form if similarity element is used in a right

way.

The last element of the Gestalt law of perception is a continuation.

In continuation, the eye will follow the relationship of shapes because

eyes follow a line, curve or shape either positive or negative (Graham,

2008).

Figure 2.19: Continuation

Source: Graham (2008)

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According to Tanudjaja (2005), the eyes will follow to specific direction

based on the visual structuring. Furthermore, continuity shows the

tendency of eyes to follow the sign of direction (Tanudjaja, 2005).

People are preferred to see complete and continuous form rather than

discontinuous one. As stated by Condly (2003), in Gestalt theory, an

incomplete situation will not be leave but they try to complete it by fill at

the blanks. In designing, objects contain the continuation of the pattern

(Puspitasari & Darmawan, 2014). This is to make the elements more

harmony and appealing the eyes of the audience. Moreover, a

continuance element is not limited use in one particular of use but used in

color also. Besides, in animated form, line could be static or dynamic in

appealing the eyes of the audience. It makes user attention of specific

content or entertain in increasing the level of understanding (Graham,

2008).

2.6.6 Technology in Da’wah View

Technologies give a contribution to the deeds advancement and

specific knowledge of Islam. The sophistication of the technologies

nowadays makes it easier for Muslims to seek religious knowledge easily

and quickly. Through the sophisticated technology which brings by

Islamic animated infographic, the content of the information can be

accessed across boundaries of time and space. For example, technology

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allows Muslim accessing religions lectures via video broadcast such as

YouTube, reading Qurān digitally, get a daily Hadith, reading manzil

and ma’thurat and others by downloading through android applications.

In short, everything is possible with the technology that is now at the

fingertips. It supported by Aznan Zuhid Saidin (2012e) that some

examples of how technology attached to Islam as Islamic web sites,

digital Qurān, Hadith base system, multimedia applications and so on.

These are some examples of technology that can be used on humans,

especially Muslims all around the world. A study of the technology,

which be referred to Islamic animated infographic could influence people

to study about Islam and could be an alternative way to disseminate the

da’wah through attractive approach. Da’wah in this era can be intensified

with a broader through diversified technology (Wan Adli Wan Ramli &

Mohamad Kamil Hj. Ab. Majid, 2006).

Being a Muslim cannot run away from being a khalīfah

(vicegerent) on earth. Allah has commanded for the human being to

administer the earth wisely.

And [mention, O Muhammad], when your Lord said to the

angels, “Indeed, I will make upon the earth a successive

authority.” They said, “Will You place upon it one who

causes corruption therein and sheds blood, while we

declare Your praise and sanctify You?” Allah said,

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“Indeed, I know that which you do not know.”(Al-

Baqarah, 2:30)

Accordingly, in using of technology in the life of a Muslim, they

(Muslims) are responsible using the technology to bring benefits to

Muslim and non-Muslim. Allah guided His vicegerent with intended to

give something useful to human life. This proof shows that Allah has

absolute power over all the creation. Similarly, Allah’s gift to the

Prophets by giving them knowledge and skills to suit the technology of

the time (Mohamad Fauzan Noordin, 2009).

Table 2.11: Examples of the tools as technologies used

at the time of the Prophets

Technology as a tool/drivers Verse to become a

Khalīfah

Allah And construct the ship under Our observation and commanded Our inspiration and do not address Me concerning

Nuh a.s to those who have wronged; indeed, they are [to be] make an ark drowned” And he constructed the ship, and whenever

an assembly of the eminent of his people passed by

him, they ridiculed him. He said, “If you ridicule us, then we will ridicule you just as you ridicule. (Hud,

11:37-38)

Allah taught And We certainly gave David from Us bounty. [We Dawud a.s to said], “O mountains, repeat [Our] praises with him, manufactured and the birds [as well].” And We made pliable for him battle iron, [Commanding him], “Make full coats of mail equipment and and calculate [precisely] the links, and work [all of softened for you] righteousness. Indeed I, of what you do, am

Him the iron Seeing.” (Saba’, 34:10-11)

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Technology as

a tool/drivers Verse

to become a

Khalīfah

Iron We have already sent Our messengers with clear

technology evidences and sent down with them the Scripture and

and its the balance that the people may maintain [their

benefits to affairs] injustice. And We sent down iron, wherein is

mankind great military might and benefits for the people, and

so that Allah may make evident those who support

Him and His messengers unseen. Indeed, Allah is

Powerful and Exalted in Might. (Al-Hadid, 57:25)

Allah’s And We have certainly honored the children of Adam

creation for and carried them on the land and sea and provided for

man’s them of the good things and preferred them over much

assistance of what We have created, with [definite] preference.

(Al-Isra’, 17:70) Source: Mohamad Fauzan Noordin (2009)

In producing a good and interesting content in Islamic animated

infographic, it needs for collaboration between the designers and the

preachers. According to Shaikh Mohd Saifuddeen Shaikh Mohd Salleh

(2003), the designers act as a “technology” while the preachers act as a

“content”. The combination of two groups of experts will produce so call

techno-da’ē. Techno-da’ē give a meaning of the people which have

knowledge of Islam and skills of use of technology to preach (Wan Adli

Wan Ramli & Mohamad Kamil Hj. Ab. Majid, 2006). They also

mentioned that the combination of this group comprising of religious

experts and expert people in the technology that work together to preach.

Every da’ē should have knowledge of Islam and skill in using the

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technologies in preaching. If the Muslim preachers could provide to the

designers with the great content in Islamic animated infographic, then it

could produce interactive and attractive technology-based Islamic

content. This excellent collaboration is seen giving a very good effect in

producing technology-based Islamic products and services that could

assist in da’wah. These two groups should work together so that a win-

win situation will be produced for the long-term benefit of Islam (Shaikh

Mohd Saifuddeen Shaikh Mohd Salleh, 2003). As mentioned by Aznan

Zuhid Saidin (2012e), this collaboration between preachers and Muslim

designers should be integrated in order to open more opportunities in

using technologies for Islam. Da’wah must work together to improve the

ICT skills to make use of da’wah media in the contemporary era (Nor

Raudah Hj. Siren, 2006). Furthermore, as stated by Wan Adli Wan Ramli

and Mohamad Kamil Hj. Ab. Majid (2006), techno-da’ē should consider

the target group to be able in providing a deep understanding in line with

Saidina Ali was said, talk to other people based on their understanding

(within which they can understand).

Invented technology is designed to facilitate people’s lives in

everyday life. A technology invented to make the most of human life in

Sharī’ah-compliant and live with peaceful in the world and the hereafter

(Aznan Zuhid Saidin, 2012d). As stated by Fadzli Adam et al. (2014),

“the whole information system is based on the technology in which it

supported people to achieve a high degree of wisdom”. Technology is

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just a tool to achieve and complete the mission or specific goals, but if a

man wise in using the technology it should become a tool to reach out

and get the pleasure of Allah. Allah’s pleasure is the ultimate goal of

purpose in life. Even technology was sophisticated and impressive,

people must realize that the greatest absolute power belongs only to

Allah, the Lord of the World (Aznan Zuhid Saidin, 2012c).

Table 2.12: The summary of Islamic animated infographic for the

da’wah dissemination

Elements

Animated Infographic Da’wah Component

Information needs to Information allowed inorganize clearly. Islam:

It must base on the o Naba Al-Haq (The true

authentic and precise story)

information. o A’mar ma’ruf nahyi

Know the target audience munkar (commanding before creating and good forbidding evil)

designing the information o Hikmah (wisdom)

Visual cues need to to be o Tabayyun (investigate) embedded in the o Mauizah hasanah (good information example)

Visual hierarchy o Layyin (gentle)

(arrangement of elements Information prohibited in that show the most and

least important Islam:

information) should be o La skhariyyah

attaching to the (Not discrediting others)

information. o La su’ul al-zhan (Not being suspicious)

o La tajaasus

(Not peeping on others)

o La ghibah (Not backbiting)

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Element

Animated Infographic Da’wah Component

Appealo Rhetoric visual

Comprehension o Visualo Auditory

o Kinesthetic Retentiono Utility o Soundness

o Beauty

o La buhtan (Not lying)

o La ifkun (Not slandering/ deceiving others)

Communication media

must be started from the

principle of al-amru bi al-

ma’ruf wa al-nahyi

munkar (commanding

good and forbidding evil).

Islamic communication isabout conveying ma’lumat (information, idea and attitude) that are exact and precise according to Islam.

Islamic-based communication must be derived from Qurān and Hadith.

Adapted from motion Use technology to bring

graphics: benefits to the people.

Elements Technology as a tool to

o Design: type, color, become a khalīfah shape, line (vicegerent) on earth.

o Film: compositing & Collaboration between

framing, sound & designers (“technology”)

editing and preachers (“content”)

Principles in producing an

o Contrast interactive and attractive o Color technology-based Islamic

o Balance content. o Space o Alignment o Proximity

o Line o Repetition

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Element

2.7 Summary

Animated Infographic Da’wah Component

Gestalt theory o Figure/Ground o Proximity o Closure o Similarity o Continuation

An extensive amount of related literature had reviewed as preliminary

work conducted a clear for this study. Lack of a specific model in Islamic

animated infographic was highlighted as a knowledge gap in this study. Thus,

the key principles on the basis of this study are the elements of Islamic

animated infographics which are elements of information, communication and

technology were addressed. This basis of the elements also discussed through

the da’wah context. This is important to recognize in order to build an Islamic

animated infographic model. The key fundamental of the theory used in this

study is Gestalt theory. This theory used in Islamic animated infographics to

identify the principles of graphics. This study has filled the gap of knowledge

by having a specific model to assist in producing an effective Islamic animated

infographic.

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CHAPTER 3

METHODOLOGY

3.1 Overview of Chapter

This chapter is purposely to describe the research methodology

used in this study. The sections that follow are devoted to describing

research framework, research flowchart, research design, research

instrument development, expert assessment worksheet, a survey of the

questionnaire, population and sample size, sampling design, data

collection procedure and the chapter end with the prototype design.

3.2 Research Framework

inIn

fogr

ap

hic

Information

Ele

men

tsA

nim

at

ed Communication

Isla

mic

Technology

Da’wah Dissemination

Figure 3.1: Research framework

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There are three elements of animated Islamic animated infographic

which are information, communication and technology. These addressed

elements are essential to get the acceptance from the users. The audience

will get a better understanding and accepting the Islamic animated

infographic for the da’wah medium because it was referred by the

authentic sources such as the Qurān and Hadith and supported by other

researchers such as journal writing, books and related articles.

3.3 Research Flowchart

The research flowchart shown as below is about the overall process

occurred in this study. The research flow needs to be organized properly

to ensure the research went smoothly.

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Start

Literuture Review

Conceptualize Framework

Construct Data Design

Collection Instrument Prototype

Instrument Prototype

No

No Validation Testing

Data Yes Yes

Collection

Data Analysis

Discussion

End

Figure 3.2: Research flowchart

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First, it was started with identifying the problems. Analysis

problems of an Islamic animated infographic were identified by

conducting literature reviews. This is to know the problem faced by

Islamic animated infographic and why it looks so important in this era.

The next stage was involved the conceptualize the framework. The

important elements of Islamic animated infographics for the da’wah

dissemination, such as information, communication and technology were

covered. These important elements were built as the model and

framework for the Islamic animated infographic. Based on this relevant

information, important data of this element ware gathered to be used for

the next process.

Then, there two things happen at once, which are feedback

assessment of the data collection instrument and prototype design for

Islamic animated infographic by the experts. This assessment that is

given to the experts also known as alpha testing for the development

process. Both assessments were designed based on the literature review.

For the data collection instrument, questionnaire survey needs to be

developed first before giving the evaluation to the experts. If there have

any changes from the experts, data collection instrument should be

adjusted. Whereas, if not, it proceeded to the data collection. It same goes

to the prototype design. The prototype was assessed to the experts by

testing it. The high-fidelity prototype was used because it is computer-

based that involving user-interaction. This prototype allowed the experts

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to explore the Islamic animated infographic in a comprehensive way.

This prototype permits to gather the feedback from the experts while

researcher still in planning and designing stages. According to Walker,

Takayama, and Landay (2002), high-fidelity serve more rational contact

and good in express the design to the audience. Prototype adjustment

needs to alter if it is needed. Else, it was turned to the next step which is

data collection. The data collection distribution is the beta testing which

targeted users watched the Islamic animated infographic prototype and

then answer the survey. The targeted users that involved in this

researcher were from of designers and religious people.

After the data was collected, it was analyzed to obtain the actual

result. These results are going to integrate with the content analysis and

the feedback assessment by the experts. All the relevant information and

the final results were discussed.

3.4 Research Design

Research design which is involved in this research is an exploratory

research design. According to Zainudin Awang (2014), this type of research

design is belong to non-experimental. Exploratory research is aimed to

clarify unclear problems and the objective is blurring. This

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research design is intended to discover the real problem and try to find

the solution for every problem faced.

The first step, an assessment method has been employed as it is the

most appropriate method in this study. Assessment of the experts is the

most appropriate for the type of information in this study, which is

testing the prototype design and validation of the data collection

instrument. This method is also appropriate since the experts give the

feedback and evaluation which involves the opinion from their

knowledge and understanding.

Furthermore, a survey method involved as the most appropriate

method for the next step. The survey is the most suitable for the type of

information in this study, which is the perception of the focus groups.

This method is also appropriate for the group of respondents is

distributed from two different group background.

The unit analysis for this study was a group of people who has

expertise in design and Islamic studies. Self-administered questionnaire

have been used to collect data regarding each study variable.

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3.5 Research Instrument Development

This section describes measurement that was used in this study.

This study used an online questionnaire as the instrument for the survey,

and it was in a dual-languages which are English and translated in the

Malay language. The questionnaire involves two sections which are

demographic information and the variables of Islamic animated

infographics such as information, communication and technology. The

measurement used in this study is adapted from various establish sources

which are primary sources and secondary sources. Primary sources such

as Qurān and hadith whereas secondary sources adapted from books,

journals and websites. The primary sources widely used in literature

reviews to support the variables. These references will be to convince the

audience to understand because it is authentic sources and cannot be

changed arbitrarily. Meanwhile, a lot of secondary sources are adapted

from the people and their expertise that they have. These references serve

to support the study of primary sources and make people more

understandable and can be acceptable with the logic.

The item to measure the acceptance level from measurement used

by Taiwo and Downe (2013), Venkatesh, Morris, Davis, and Davis

(2003). Items to measure the information element from measurement

used by Gallagher and Paldy (2007), Soyluçiçek (2015), Babic, Pibernik,

and Mrvac (2008). The items to measure the information element in

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da’wah view such as Haslin Hasan and Hamdzun Haron (2013), Wan

Adli Wan Ramli and Mohamad Kamil Hj. Ab. Majid (2006), Zulkarnain

(2013), Agus Sofyandi Kahfi (2006), Abdul Karim Batubara (2013).

The communication element from measurement used by Gallagher

and Paldy (2007), Dare and Asadollah (2014), Babic et al. (2008),

Soyluçiçek (2015). The items to measure the communication element in

da’wah view such as Aznan Zuhid Saidin (2012b), Zulkiplie Abd. Ghani

and Mohd Safar Hasim (2004), Aminudin Basir @ Ahmad et al. (2009),

Siddiqui (2003), Norrodzoh Hj. Siren (2006), Mohamad Fauzan Noordin

(2009; 2013), Nor Saleha Mohd Salleh (2012).

Items to measure technology element from measurement used by

Gallagher and Paldy (2007), Soyluçiçek (2015), Siricharoen and

Siricharoen (2015), Dare and Asadollah (2014). The items to measure the

technology element in da’wah view such as Mohamad Fauzan Noordin

(2009), Shaikh Mohd Saifuddeen Shaikh Mohd Salleh (2003), Wan Adli

Wan Ramli and Mohamad Kamil Hj. Ab. Majid (2006), Nor Raudah Hj.

Siren (2006), Aznan Zuhid Saidin (2012c; 2012d; 2012e), Fadzli Adam

et al. (2014).

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3.6 Expert Assessment Worksheet

The assessment was adapted from the Learning Object Review

Instrument (LORI). This evaluation LORI is an instrument tool to draw

out the ratings and comments from the experts. This is commonly used to

support the evaluation process of the multimedia learning object

(Leacock & Nesbit, 2007). It used to measure the validity and readiness

for the prototype design. The validation of the prototype design was

involved experts from the multimedia design and Islamic studies. This is

for ensuring the technical design aspects and the content of the prototype

meet the requirement.

3.6.1 Design of Expert Assessment Criteria

This assessment has five elements were used instead of nine

elements such as content quality, feedback and adaptation, motivation,

presentation design and reusability that were adapted from Learning

Object Review Instrument (LORI). The other evaluations items were

added based on the suitable literature. The table below is about the item

discussed for the expert assessment in prototype design.

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Table 3.1: Discussed assessment items in the prototype design

Elements Description

Title The prototype was used title regarding the Sunnah of the

Prophet (PBUH) in eating and drinking.

Content The content of the prototype design must be based on the

Quality primary sources which are Qurān and Hadith.

Visual Cues Information in the prototype was interpreted successfully to

give an understanding and increasing a new knowledge.

Visual The arrangement of presentation elements implies the

Hierarchy importance in prototype design.

Feedback and The prototype could give the positive feedback from the

Adaptation Muslim and non-Muslim because the content was

acceptable.

Motivation The prototype design is able to motivate the audience by

creating their interest towards the Prophet’s Sunnah, thus

they will practice in daily life.

Presentation Prototype design enables the audience to learn effectively

Design because contain the clear text and graphics.

Appeal The clear information contains in the prototype design for

audience easy to engage with Islamic animated

infographics.

Comprehensi Effective communication gives to the audience better

on understanding in the prototype design.

Retention Contain design of beauty in the prototype.

Sound – communicate with meaningful information

Utility – prototype design meet the objectives by

explorative and narrative.

Reusability A prototype design of Islamic animated infographics is able

to become alternative da’wah toward the different

background of respondents.

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3.6.2 Scale of Expert Assessment Worksheet

The scale was used in the expert evaluation to assess prototype

design is a five-point Linkert scale. The scale was used such as excellent,

very good, good, fair and poor.

3.7 Survey Questionnaire

This section describe on the design of the survey questionnaire.

The details are shown as below:

3.7.1 Organization of the Survey Questionnaire

This survey questionnaire was contained three sections. Section A

was mentioned about the respondent profile, section B expressed about

the acceptance of use while section C contained about the content of

Islamic animated infographic.

For the section A, respondents need to fill the demographic profile

which includes gender, age, area of expertise, and occupation. They need

to choose the answer to show the best preference of their background.

Section B is about the acceptance towards Islamic animated

infographic. This question was adapted four elements of the item used in

estimating the Unified Theory of Acceptance and Use of Technology

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(UTAUT). The suitable items used in estimating UTAUT that were

suited and can be adapted in the research, such as performance

expectancy, attitude toward using technology, behavioral intention and

social influence.

In section C, it is more concentrated on the content of Islamic

animated infographic. This part included the three elements of Islamic

animated infographic such as information, communication and

technology.

For all sections, respondents were requested to tick the appropriate

box or fill-up the required information concerning the best answer that

reflects on their preferences.

3.7.2 Scale

Most of the questions about the demographic items or the

respondent profile was using the category scale. While for the actual

survey questions, researchers used five-point Linkert scale (1 = strongly

disagree to 5 = strongly agree) to examine how strongly the respondents

agree and disagree with the given statement about the Islamic animated

infographics for conveying the da’wah.

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3.7.3 Translation

The data for this study were collected using self-administered

survey questionnaire. The survey questionnaire which originally in

English but it carefully translated into Malay language (Bahasa Melayu)

even though the respondents were understood the English language to

some extent. To ensure equivalence of measure in Malay and English

versions, the translation process followed Brislin’s (1970) were back-

translation procedure is needed when survey translation across different

languages.

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3.7.4 Questionnaire Design Framework

Figure 3.3: Questionnaire design

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Table 3.2: Framework and focus activities to develop a questionnaire

No. Framework Phases Focus

1. Synthesize the conceptual Infographic, motion graphic, animated infographic, da’wah framework component

2. Identify the respondent profile Gender, age, race, area of expertise, occupation

3. Identify the acceptance of use Performance expectancy, attitude towards using technology,

behavioral intention, social influence

4. Identify the elements of Islamic Information, communication, technology

animated infographic

5. Compose collections of relevant Infographic, motion graphics, visual communication, gestalt

statements/ questionnaire for the theory, da’wah component

study

6. Categorize the correction of the Group the statement in a structured manner and easy to read and

statement into topics and subtopic understand

7. Identify measuring factor for the Acceptance level, content of Islamic animated infographic

response

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No. Framework Phases Focus

8. Develop a psychometric scale to investigate the degree of response for each measuring factors

9. Determine five-point Linkert scale value

Development of a five-point Linkert scale for each measuring factor

Five-point 1 2 3 4 5 Linkert

scale

Acceptance Strongly Disagree Neutral Agree Strongly

level

Disagree

Disagree

Content Strongly Disagree Neutral Agree Strongly Disagree Disagree

10. Review of overall questionnaire Discussion with the supervisors/ experts

11. Questionnaire proofreading Improvement / amendment (content and presentation of the

questionnaire such as layout, measuring mechanism, etc)

12. Questionnaire ready to distribute Supervisors/ experts/ respondent

Source: Nik Zulkarnaen Khidzir (2013)

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3.8 Population and Sample Size

The sample size is a minimum of 100 people consisting of people

in the background of the design and Islamic studies. Respondents were

analyzed based on their expertise only. In any research, the determination

of appropriate sample size is crucial that researchers need to be

considered. The determination of sample size for this research was

selected based on Krejcie and Morgan (1970).

Figure 3.4: Determination of sample size

Source: Krejcie and Morgan (1970)

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In the table above, about 150 required of sample size need to

distribute in order to get the minimum of 100 of sample sizes. In this

study, about 111 respondents were obtained in order to analyse the result

for the next chapter. There are 50 people from the design field while at

the rest is respondents from the Islamic studies background.

Table 3.3: Sample size of study

Area of Expertise Total

Design 61 Islamic Studies 50

Total 111

3.9 Sampling Design

There are two sampling methods involved in this study, which are

expert sampling and purposive sampling. Expert in the design field and

Islamic studies were validated the data instrument and the prototype of

Islamic animated infographic. About six experts involved in this research

which three people in the design field and three people in Islamic studies.

This information was collected individually from the experts using

assessment form.

Then, purposive sampling was involved in this study. According to

Kumar (2014), purposive sampling is the type of sampling that can serve

as the best information to achieve the objectives. This sampling design is

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more efficient with this study because the researcher was select the units

with some purpose in mind. This study involved two groups for the

purposive sampling such as a group of design field and Islamic studies.

The chosen of these two groups for this study is because the Islamic

studies group are the entity which are closer to the community and

surroundings. They can give good impact towards the community for

change to something better. While the group of designers is the entities

who are producing a creative product for the attraction of the crowd.

For the context in this study, the design group, they are more

focused on the design of Islamic animated infographics while for the

Islamic Studies group, they are focusing on the content of the Islamic

animated infographic. These two groups were triangulated to provide a

better understanding about the Islamic animated infographic from the

designing and content aspects. According to Jick (1979), triangulation

gives meaning as “the combination of methodologies in the study of the

same phenomenon”. He also mentioned that different kind of data can be

collected if there have the same phenomenon.

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Table 3.4: Sampling design and the respondents involved

Sampling Area of Expertise

of Respondent

Expert Design Islamic Studies

Purposive Design

Islamic Studies

Table 3.5: Characteristics of experts involved in the

validation of prototype design

Expert Appropriateness of expert characteristics to

Characteristics validate and verify the prototype design

Domain knowledge:

Years of 5-15 years of experience

experience Multimedia, Animation, Qur’ān and Sunnah,

Educational Islamic Studies, Master Degree, PhD background Multimedia Instructor, Animator, Lecturer, Senior

Designation level Lecturer, Religious people

Cognitive Skills: Knowledge and technical skill about animation,

Able to differentiate multimedia, infographic, motion graphics and

the content and the knowledge of da’wah.

technical aspect of

the prototype design

Decision Strategies Experts have sufficient skill and knowledge in

domain of research (animation, da’wah and

infographic and visual communication)

Expert Task Similar interests in research subject

Congruence (Islamic animated infographic and da’wah)

Appropriate expertise in discipline specific task

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3.10 Data Collection Procedure

The data were collected using the qualitative method. Then, this

data was quantified by giving the survey distribution to the respondent.

Construct Data Design

Collection Instrument Prototype

Qualitative

No Instrument Prototype

No Validation

Testing

Pilot

Quantified Yes Data

Yes

Collection

Data

Figure 3.5: Data collection procedure in research

The study was started with a qualitative method by having the pilot

test. The first thing that a researcher needs to do is constructing the data

collection instrument. Once it was finished, experts were assessed and

validate the instrument. If there is a need to be adjusted the instruments,

the researcher need to reconstruct the data collection again. But, if the

instrument validation is fine, it goes to the next step. It same goes to the

prototype design. The researcher needs to design the prototype of Islamic

animated infographic first before giving to the experts for watching and

assessing it using the Learning Object Review Instrument (LORI). If

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there is a need to be altered for the prototype, the researcher needs to

redesign again, else it turns to the next stage which is a data collection

activity.

During data collection, the respondent needs to watch the Islamic

animated infographic prototype first before answer the survey question.

This is a quantified data from the survey given.

3.11 Prototype Design

Rasulullah (PBUH) showed manners of eating and drinking that we

can follow and imitate in everyday life as we are required to maintain the

health of the body and stay healthy because it is the mandate from Allah.

Below is the detail of prototype design for this study.

3.11.1 Storyboard

The storyboard is a graphic arrangement of illustration which

shows in sequence in animation as a pre-visualizing. In this storyboard,

all the scenes of Islamic animated infographic use eye-level angle. This is

commonly used on an angle or shot because it creates the emotionally

neutral and best use in perceiving a good vision.

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Table 3.6: Development of storyboard

Scene 1

The first scene uses a graphic of the

mosque to express the unity of the

ummah in Islam. Then, the text was

appearing in the graphic is the Quranic

verse regarding do not extravagant in

eating and drinking in surah Al-A’raf

verse 31.

Scene 2

The character is moving from the left-

hand side to show she is washing

hands. Hand washing is important in

maintaining the cleanliness and

wellness. This is the first sunnah while

eating.

Scene 3

The character/narrator shows the

second sunnah while eating which are

through sit with iftirasy position. There

has some explanation about this

sunnah. Sit with iftirasy in terms of

health is it stresses the extensive body

reflexology.

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Scene 4

The third sunnah is reciting Basmallah. A person should praise Allah by mentioning His name before eating.

In Sahih Muslim, Hadrat Hudhayfa (radiallahu anhu) relates that the Prophet (PBUH) stated that not reciting Bismillahir Rahman ir-

Rahim over food makes the food

permissible for Shaytan to partake in.

This means that if one does not

recite Bismillahir Rahman ir- Rahim prior to eating, Shaytan partakes in the meal.

Scene 5

The character appeared from left-hand

side to right-hand side to show the next

sunnah. The sunnah in this scene is

about eating with small feeding and

using the right hand. Eat by using the

right hand because Allah forbids using

His slaves using left hand when eating.

Scene 6

The next sunnah while eating is clear the plate.

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Scene 7

The character is licking fingers after finish eating. This is one of the sunnah while eating.

In Muslim it is related from Ka’ab ibn

Maalik (radiallahu anhu) that the

Prophet (PBUH) would use three fingers

while eating and would lick his blessed

fingers prior to wiping his hand.

In Sahih Muslim, Jaabir relates

(radiallahu anhu) relates that the

Prophet (PBUH) commanded us to lick

our fingers and the plate and he

(PBUH) said that you do not know (or

you never know) which part of the food

contains the barakah.

Scene 8

The next sunnah while eating is praising Allah after finish eating by saying Hamdalah.

After completing the meal, Muslims

praise and thank Allah for the blessing that He bestowed upon them. After

finishing their meal, Muslims say the following supplication:

“Praise be to Allah the One Who gave us the food and the drinks. Praise be to

Him Who made us Muslims.” (or at least say, Alhamdullilah)

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Scene 9

Next sunnah is washing hands and

gargle. Clean up the remnants of food

in between the teeth, and gargle to

clean the mouth, because with his

mouth that he dhikr of Allah Almighty

and talking with friends.

Scene 10

This scene shows the favorite foods of

the Prophet (PBUH) such as

watermelon, dates and Qithaa (a type

of cucumber that has fair skin). The

first picture of watermelon appeared,

followed by the picture of dates and

then a picture of cucumber.

Scene 11

Another sunnah of Prophet in eating is

He is not eating hot food instead

waiting for the food until it is cold.

Should not blow on hot food and do not

eat it until it is cool. The first graphic

shows the hot food and then turn to

food that is cool.

From Haakim, Jaabir (radiallahu

anhu), and from Abu Daud Asmaa

(radiallahu anha) relate that he PBUH

say “Let the food cool down because

there is no barakah (blessing) in hot

food.

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Scene 12

Prophet Muhammad (PBUH) also loved sweet and cold food. The picture of ice-cream was put with increasingly.

Scene 13

The last sunnah while eating is Prophet Muhammad (PBUH) is love vinegar (khal) and olive oil.

3.11.2 Design for Case Study

From the storyboard above, a prototype design of the case study

was built. This prototype design is essential in getting the acceptance

level from the audience towards Islamic animated infographic.

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Scene 1

Scene 2

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Scene 3

Scene 4

123

Scene 5

Scene 6

124

Scene 7

Scene 8

125

Scene 9

Scene 10

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Scene 11

Scene 12

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Scene 13

Figure 3.6: Prototype design

3.11.3 Platform

The prototype design was distributed using an online method which is

through a website. In this website, the prototype design and the questionnaire

were embedded together. The distribution of the survey questions was

conducted through the website because surveys can be distributed to a wider

not only focuses on a certain place. The instruction on how to answer this

survey was instructed on the main page of the website. This website was

designed using wix.com.

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Figure 3.7: Website for data collection distribution

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3.12 Summary

This chapter has outlined the methodology used in this study. It

was highlighted the research framework, research flowchart, research

design, research instrument development, expert assessment worksheet,

survey questionnaire, population and sample size, sampling design data

collection procedure and prototype design. The results and discussion of

this study are presented in the next chapter. The uniqueness of

methodology were designed for this study is proper planning for research

activities from the beginning to the end. The specific method has been

used to ensure the clarity of process when it takes place. A suitable

method made the researcher more appropriate in measuring the

perspective from the experts for the prototype design. The assessment

evaluation had been used in a various study but in this research it focused

more on assessment towards multimedia focusing on the Islamic

animated infographic in da’wah context. This assessment remained half

of original Learning Object Review Instrument (LORI) and the additional

half of another element which related to this study. This study will

benefit towards the propagation of religion. The structured and

systematic appeared in the design in methodology will ensure the

accuracy, consistency and reliability of the findings.

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CHAPTER 4

RESULT AND DISCUSSION

4.1 Overview of Chapter

This chapter presents the result of the data analysis. This

presentation of this chapter would be as follows. First, the analysis of

expert assessment would be highlighted based on their comments on the

prototype design and data collection instrument. About six experts in

design and Islamic studies background were checked and tested the

prototype design and the survey instrument. Some changes are needed to

make the prototype design and survey achieve based on comments from

experts. It is then followed by the test of the target respondent by

distributing the survey question as a quantified data for this study.

Second, the data screening process would be illustrated and the outcome

of the testing is being discussed in order to fulfill the assumptions. Then,

the result of the analysis for reliability and validity each of the constructs

elements is detailed out in this section.

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4.2 Expert Assessment on the Prototype Design

Table 4.1 below show about the comments from the expert towards

the prototype design. This part is crucial to obtain the validation and

readiness of prototype design before go the next step.

Table 4.1: Comments of the experts based on the prototype design

Field

Expertise Comment

Islamic Studies The overall prototype is fine. Able

to become one of the tools in

conveying the da’wah.

Qurān and Sunnah Overall is good. It has the clear

information based on the primary

sources of Muslim and able to give

the teaching of Islam as a way of

life.

Islamic Studies

Instructional Multimedia (Motion Graphic)

The title should align with the objective and must be linked to each other.

The character should be iconic and magnates.

Animation should become long life learning.

Should test the animation to the target audience to obtain the elements of acceptance.

Use multiple shots such as close up, medium shot.

Use bigger text for the mobile viewers because once the audience plays in mobile phone, the text is small. If the audience plays using the personal computer the text is fine.

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Field Expertise Comment

Instructional Multimedia (Motion Graphic)

The scenes are too short. The audience will somehow miss the text while they are listening and watching the animation at the same time.

Limited movements make the audience are not interacting with the graphics.

Need to refer staging concept for the principle of animation.

Sound: There is a sudden silence for the soundtrack. Use more enhances (cute, fun) voice. Not too serious.

The presentation will likely attract a certain audience, such as children and novice.

Using visual literacy to effectivelycommunicate and convey messages to the audience.

Animation, visual art, The overall prototype is good. The

visual animation story should be

communication, remembered thus practice in their

creative multimedia, life.

mobile apps,

infographic design

Animation It has a good potential but it lacks

detail explanation of the action.

133

4.2.1 Analysis of Expert Assessment

This analysis is the result of the assessment of the prototype design

experts in Islamic studies and design field. Figure 4.1 below shows the

formula for expert assessment by demonstrating mean and standard

deviation for each evaluation criteria.

DESCRIPTIVES VARIABLES=Title ContentQuality VisualCues VisualHierarchy FeedbackAndAdaptation Motivation

PresentationDesign Appeal Comprehension Retention Sound

Utility Reusability /STATISTICS=MEAN STDDEV.

Figure 4.1: Formula for expert assessment on prototype design

4.2.2 Mean Score of Expert Assessment

Based on the result in table 4.2, the mean was arranged based on

the highest and lowest from the evaluation criteria. Then, it was rank to

show the priority for each prototype design criteria.

134

Table 4.2: Expert assessment on prototype design

Evaluation Criteria Mean Std Deviation No.

Rank

Achievable to become one of 2.33 1.033 3

the da’wah dissemination and

convey the beauty of Islam

through creative approaches by

using simple and attractive

design.

It has a clear information based 2.50 0.548 2

on the fact, Qurān and Hadith.

Not fabricated.

Information interpreted 2.67 1.033 1

successfully and helps the

audience to understand the

information well.

The arrangement or presentation 2.17 0.753 4

of elements in a way that

implies importance.

Acceptable content or good 2.00 0.894 5

feedback to the Muslims and

non-Muslims.

Ability to motivate by creating 2.33 1.033 3

interest, thus audience will

practice in daily life.

Islamic animated infographic 2.67 0.816 1

enable audience to learn

efficiently because the texts and

graphics are clear.

Serving a clear information by 2.33 1.033 3

attracting people to engage with

Islamic animated infographic.

135

Evaluation Criteria Mean Std No.

Deviation Rank

Effective communication gives 2.67 1.033 1

the audience better

understanding on the

information and knowledge

delivered.

Design of beauty (design 2.33 0.516 3

quality).

Sound (communicate with 2.50 0.548 2

meaningful information to the

audience).

Utility (meet the objective by 2.17 0.983 4

explorative and narrative).

Ability to use in da’wah 2.17 0.983 4

contexts with different

backgrounds of group

respondents.

The highest mean (2.67) represents the protrude element of the

Islamic animated infographic prototype. Unfortunately, there are contrast

result shows for the other around. The lowest mean (2.00) that is shown

the element which is need improvement in the prototype. The protrude

elements that have good views from the experts are two elements. The

first is about the visual cues which is the information interpreted

successfully and helps the audience to understand the information well.

Second, it is about comprehension which is an effective communication

gives the audience better understanding of the information and

knowledge delivered. These two elements got the highest mean because

136

it meets the requirement of the essential items in the prototype. The

lowest mean is the feedback and adaptation which is it acceptable content

or good feedback to the Muslim and non-Muslim.

The visual cues got the highest mean because it is necessary to put

in every graphic design. The right cues ensure the information in Islamic

animated infographic interpreted successfully. The benefit of visual cues

is to help the audience to understand the information well. As the

example in the prototype design, a character was raised up her hand to

recite the du’as. In Islam, all deeds need to begin with basmallah and end

with the praise to be Allah.

Furthermore, comprehension serves an understanding of the

information provided. In the prototype design, it is enough the VAK

model. VAK was given meaning by visual, auditory and kinesthetic.

From the prototype design, the experts can see clear visual of the story of

Islamic animated infographic. Moreover, the experts can hear the

character voice which is parallel with the lip-sync. For the entire story of

the prototype design, experts agreed that it could be an alternative

da’wah because the audience can practice in their daily life.

Feedback and adaptation are the lowest results from the experts

because there are many things need to be considered in getting a good

result for the prototype. For example, the content should be clear enough

together with a good design of the graphics.

137

4.2.3 Expert Assessment Reliability Test for Prototype Design

Figure 4.2 below shows the formula for reliability test

evaluation criteria in prototype design by the experts.

RELIABILITY /VARIABLES=Title ContentQuality VisualCues

VisualHierarchy FeedbackAndAdaptation Motivation

PresentationDesign Appeal Comprehension Retention

Sound Utility Reusability

/SCALE('ALL VARIABLES') ALL /MODEL=ALPHA

/STATISTICS=SCALE CORR

/SUMMARY=TOTAL CORR.

Figure 4.2: Formula for reliability

Table 4.3 shows the result for the reliability test. To achieve the

reliability of the result, Cronbach alpha needs to be used in the analysis.

In the table below shown the reliability test using Cronbach alpha value.

Table 4.3: Reliability test

Cronbach’s N of items

Alpha

0.922 13

138

According to Pallant (2007) and Mohd Rafi Yaacob (2013), 0.7 is

the acceptable value in getting the reliability result. The overall result of

the expert evaluation achieves the reliability because the entire item

discussed obtaining the result 0.9.

The reliability of the experts was achieved. This proved showed the

experts have trustworthy on the acceptance of Islamic animated

infographic as a one of the alternative tools in da’wah conveying.

4.3 Analysis of Survey

In this section, data of the survey questions were analyzed to get

the result as below. The items that were discussed in this section such as

demographic data, descriptive analysis of mean, reliability, mean for the

each element of Islamic animated infographic and t-test.

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4.3.1 Demographic Data

Table 4.4: Respondents demographic

Demographic Frequency Percentage (%)

Gender

Male 30 27

Female 81 73

Total 111 100

Age

20 or less 1 0.9

21-25 52 46.8

26-30 46 41.4

31-35 4 3.6

36-40 5 4.5 41 or above 3 2.7

Total 111 100

Area of Expertise

Design 61 55.0

Islamic Studies 50 45.0

Total 111 100

Occupation

Student 51 45.9

Designer 24 21.6

Islamic Preacher 18 16.2

Other 18 16.2

Total 111 100

The output result survey has 6 different tables which each

represents the respondent’s gender, age, area of expertise and occupation.

Out of 111 respondents in the research, 30 male and 81 female

involved in the survey. Their percentages were 27 percent and 73 percent

respectively. In terms of age, the respondents were divided into 6

140

categories, only 1 people was in the first category (20 or less), this

constituted 0.9 percent of the sample. This is followed by those in the

second category (21-25 years). This is the largest group of the age of the

respondents with 52 respondents (46.8 %). About 46 respondents (41.4

%) in the age of the 26-30 category. Then, 4 respondents (3.6%) age

around 31-35 years. Lastly, for the age, about 3 respondents with 2.7

percent are in the age category of 41 or above. In terms of expertise,

more than half of the respondents (55%) are involved in design with 61

numbers of people. While, 50 expertise in Islamic studies with 45 percent

was involved in this survey. For the occupation category, respondents

from students are 51 people with 45.9 percent. Followed by the designer

with 24 people with 21.6 percent and Islamic Preachers and other

occupations are 18 people with 16.2 percent.

4.3.2 Descriptive Analysis

This analysis was summarized the data set of the sample to measure

the central tendency of the result. The results of the mean and reliability

for each element of Islamic animated infographic were shown as below.

141

4.3.2.1 Mean Scores for Acceptance Level

The mean score in survey result is an important section to be

discussed. In this section, it comprises of four parts such as acceptance

level, information elements, communication elements and technology

elements. Figure 4.3 below shows the formula in acceptance level for

Islamic animated infographic model.

DESCRIPTIVES VARIABLES=AU1 AU2 AU3 AU4

AU5 /STATISTICS=MEAN STDDEV.

Figure 4.3: Formula for acceptance level

Table 4.5 below represents the code and items used for acceptance level

in the survey question.

142

Table 4.5: Item codes for acceptance level

Code Items

AU1 I find the Islamic animated infographic very useful in my

life.

AU2 Islamic animated infographic increase my knowledge of

Islam.

AU3 Islamic animated infographic make the knowledge of Islam

more interesting.

AU4 I intend to watch Islamic animated infographic for different

topics.

AU5 I will suggest Islamic animated infographic to other people.

Table 4.6 shows the items, mean and standard deviation. The mean score

which highlighted the highest and lowest score for acceptance level in

Islamic animated infographic.

143

Table 4.6: Mean scores of acceptance level

Items Mean Std. No.

Deviation Rank

I find the Islamic animated4.40 0.592 4

infographic very useful in my life.

Islamic animated infographic 4.27 0.617 5

increase my knowledge of Islam.

Islamic animated infographic make 4.56 0.534 1

the knowledge of Islam more

interesting.

I intend to watch Islamic animated 4.43 0.627 2

infographic for different topics.

I will suggest Islamic animated 4.41 0.595 3

infographic to other people.

The number of ranks explained the rank of the mean for acceptance

level, elements of information, communication and technology for

Islamic animated infographic. From the question that was answered by

the respondents above is the acceptance level section. It shows the

highest rank is the Islamic animated infographic make the knowledge of

Islam more interesting. This is a relevant statement because the content

and the design which is contained in the prototype design have great

impact serving towards knowledge of Islam. This two combination

makes the Islamic knowledge is more interesting and appealing.

144

The lowest rank for the acceptance level is Islamic animated

infographic increase the knowledge of Islam. This statement got the

lowest result because the prototype design only focused on the sunnah of

Prophet in eating and drinking. In obtaining the best result, many topics

need to cover from all angles of knowledge in Islam.

4.3.2.2 Mean Scores for Information Element

DESCRIPTIVES VARIABLES=INFO1 INFO2 INFO3 INFO4

INFO5 INFO6 INFO7 INFO8

/STATISTICS=MEAN STDDEV.

Figure 4.4: Formula for information element

Figure 4.4 above shows the formula in information elements of Islamic

animated infographic. While table 4.7 below represents the code and

items used for information elements in the survey question.

145

Table 4.7: Item codes for information element

Code Items

INFO1 The information is clear enough.

INFO2 Provides the precise information based on the fact

from the Al-Quran.

INFO3 Provides the precise information based on the fact

from the Hadith.

INFO4 The information contains the commandment in

the Islamic teaching.

INFO5 Serves a better understanding to retain the

information for long-term memory.

INFO6 The information provides a good example to the

public for them to follow.

INFO7 The information is delivered by using harsh words.

INFO8 The information contains manipulative facts.

Table 4.8 below shows the items, mean and standard deviation. The

mean score which highlighted the highest and lowest score for

information elements in Islamic animated infographic.

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Table 4.8: Mean scores of information element

Items Mean Std. Deviation No.

Rank

The information is 3.96 0.797 4

clear enough.

Provides the precise 4.19 0.745 2

information based on

the fact from the Al-

Quran.

Provides the precise 4.19 0.745 2

information based on

the fact from the

Hadith.

The information 3.93 0.850 5

contains the

commandment in the

Islamic teaching.

Serves a better 4.11 0.665 3

understanding to retain

the information for

long-term memory.

The information 4.29 0.652 1

provides a good

example to the public

for them to follow.

The information is 2.07 1.118 7

delivered by using

harsh words.

The information 2.32 1.200 6

contains manipulative

facts.

147

The highest ranking for the information element is the information

provided a good example to the public for them to follow. This statement

got the highest result because da’wah would be more effective if it

carried out by showing a good example for people to influence a person’s

attitude. It has been proved during the time of the Prophet (PBUH), when

He delivered the message through da’wah bil haal (da’wah through

action). His behaviors such a patient and gentle to the Quraish have

attracted them to embrace Islam. Mauizah hasanah that are shown by the

Prophet (PBUH) is the best character and the best model for mankind.

This shows that the da’wah bil haal is more effective compared with

da’wah bil lisan (da’wah through communication).

The lowest ranking for Islamic animated infographic in information

element is the information delivered by using harsh words. This

statement is actually the negative questions but sometimes respondents

were mistakenly read the question and tick inappropriate scale. The

information cannot be delivered by using harsh words because da’wah

should use gentle words to attract more people closer to Islam.

4.3.2.3 Mean Scores for Communication Element

DESCRIPTIVES VARIABLES=COMM9 COMM10 COMM11 COMM12 COMM13

/STATISTICS=MEAN STDDEV.

Figure 4.5: Formula for communication element

148

Figure 4.5 above shows the formula in communication elements of

Islamic animated infographic.

Table 4.9 below represents the code and items used for communication

elements in the survey question.

Table 4.9: Items codes for communication element

Code Items

COMM9 Islamic animated infographic are considered as a part

of worshiping acts in Muslim life.

COMM10 Islamic animated infographic make me remember

God.

COMM11 Communication element should contain the

component of da’wah (propagating of Islam) which is

the principle of al-amru bi ma’ruf wa al-nahyi

munkar (commanding good and forbidding evil)

COMM12

COMM13

Communication activities in Islamic animated

infographic would increase my level of Taqwa

(conscious of Allah)

Islamic animated infographic are able to be the

important factor in spreading the da’wah.

Table 4.10 below shows the items, mean and standard deviation. The

mean score which highlighted the highest and lowest score for

communication elements in Islamic animated infographic.

149

Table 4.10: Mean scores of communication element

Items Mean Std. Deviation No.

Rank

Islamic animated 3.98 0.820 4

infographic are considered

as a part of worshiping acts

in Muslim life.

Islamic animated 4.18 0.635 2

infographic make me

remember God.

Communication element 4.33 0.623 1

should contain the

component of da’wah

(propagating of Islam)

which is the principle of al-

amru bi ma’ruf wa al-nahyi

munkar (commanding good

and forbidding evil)

Communication activities 4.01 0.595 3

in Islamic animated

infographic would increase

my level of Taqwa

(conscious of Allah)

Islamic animated 4.33 0.623 1

infographic are able to be

the important factor in

spreading the da’wah.

There are two items that have the highest ranking for the

communication element. These two items should contain the component

of da’wah which is the principle of al-amru bi ma’ruf wa al-nahyi

munkar and Islamic animated infographic are able to be the important

150

factor in spreading the da’wah. This principle is one of the benchmarks in

communication media to kept five major of Maqāsid al-Sharī’ah. The

element of al-amru bi ma’ruf wa al-nahyi munkar in communication

become one of the components that must be used while conveying the

da’wah. Moreover, Islamic animated infographic is able to become one

of the factors to convey the da’wah because it has an attraction to people

more recognize the teaching of Islam closer through creative and

attractive approach.

The lowest ranking for the communication element is Islamic

animated infographic are considered as a part of worshiping acts in

Muslim life. This is because the Islamic animated infogaphic is only

acted as a tool or medium to get closer to the Creator, but it turned to the

individual self to perform and practice in daily life to become a better

Muslim.

151

4.3.2.4 Mean Scores for Technology Element

DESCRIPTIVES VARIABLES=TECH14 TECH15 TECH16

TECH17 TECH18 TECH19 TECH20 TECH21 TECH22 TECH23

/STATISTICS=MEAN STDDEV.

Figure 4.6: Formula for technology element

Figure 4.6 above shows the formula in technology elements of Islamic

animated infographic.

Table 4.11 below represents the code and items used for technology

elements in the survey question.

Table 4.11: Items codes for technology element

Code Items

TECH14 Islamic animated infographic bring benefits to people.

TECH15 Islamic animated infographic assist me to become a better

person.

TECH16 Contains attractive technology-based context.

TECH17 Adequate motion graphic elements. (For examples: color,

typography, sound)

TECH18 Contributes towards my deeds advancement

152

Code Items

TECH19 Provides a specific knowledge of Islam.

TECH20 Designers need to collaborate with the religious people to

produce the more Islamic-based interactive product.

TECH21 Invented technology should be sophisticated in order to

attract more people to learn deeply about Islam.

TECH22 Islamic animated infographic bring benefits to the life of a

Muslim.

TECH23 Islamic animated infographic can be the best platform of

da’wah to non-Muslims.

Table 4.12 below shows the items, mean and standard deviation. The

mean score which highlighted the highest and lowest score for

technology elements in Islamic animated infographic.

153

Table 4.12: Mean scores of technology element

Items Mean Std. No.

Deviation Rank

Islamic animated infographic 4.35 0.566 4

bring benefits to people.

Islamic animated infographic 4.08 0.702 7

assist me to become a better

person.

Contains attractive technology- 4.26 0.723 6

based context.

Adequate motion graphic 4.04 0.785 9

elements.

(For examples: color, typography,

sound)

Contributes towards my deeds 4.02 0.674 8

advancement

Provides a specific knowledge of 3.97 0.667 10

Islam.

Designers need to collaborate with 4.58 0.565 1

the religious people to produce the

more Islamic-based interactive

product.

154

Items Mean Std. No.

Deviation Rank

Invented technology should be 4.36 0.772 3

sophisticated in order to attract

more people to learn deeply about

Islam.

Islamic animated infographic 4.32 0.556 5

bring benefits to the life of a

Muslim.

Islamic animated infographic can 4.38 0.661 2

be the best platform of da’wah to

non-Muslims.

The highest ranking for the technology element is the designers

need to collaborate with religious people in order to produce more

Islamic-based interactive product. Cooperation between the designers

and the preachers (techno-da’ē) will make the technical design and the

content of Islamic animated infographic is more interesting. This

excellent cooperation will produce more Islamic-based interactive

product in assisting da’wah dissemination much easier and faster.

The lowest ranking in technology element is Islamic animated

infographic provides a specific knowledge of Islam. This is because, it

prototype design just focus on one part of sunnah only. There is a variety

of sunnah that could be covered such as tahajjud prayer, reciting and

learning Qurān, dhuha prayer and much more.

155

4.3.3 Reliability Test

Figure 4.7 until 4.10 below shows the reliability formula in

Islamic animated infographic model.

RELIABILITY

/VARIABLES=AU1 AU2 AU3 AU4 AU5

/SCALE('ALL VARIABLES') ALL

/MODEL=ALPHA

/STATISTICS=SCALE CORR

/SUMMARY=TOTAL CORR.

Figure 4.7: Reliability formula for acceptance level

RELIABILITY /VARIABLES=INFO1 INFO2 INFO3 INFO4 INFO5 INFO6

INFO7 INFO8

/SCALE('ALL VARIABLES') ALL

/MODEL=ALPHA

/STATISTICS=SCALE CORR

/SUMMARY=TOTAL CORR.

Figure 4.8: Reliability formula for information element

RELIABILITY /VARIABLES=COMM9 COMM10 COMM11 COMM12

COMM13 /SCALE('ALL VARIABLES') ALL

/MODEL=ALPHA

/STATISTICS=SCALE CORR /SUMMARY=TOTAL CORR.

Figure 4.9: Reliability formula for communication element

156

RELIABILITY

/VARIABLES=TECH14 TECH15 TECH16 TECH17 TECH18

TECH19 TECH20 TECH21 TECH22 TECH23 /SCALE('ALL VARIABLES') ALL

/MODEL=ALPHA

/STATISTICS=SCALE CORR

/SUMMARY=TOTAL CORR.

Figure 4.10: Reliability formula for technology element

Table 4.13 shows the result of the reliability test for acceptance level and

the elements in Islamic animated infographic such as information,

communication and technology elements.

Table 4.13: Reliability test for respondents

Elements of N of Cronbach’s

Islamic animated infographic items Alpha Value

Acceptance Level 5 0.847 Information 8 0.854

Communication 5 0.814

Technology 10 0.840

Overall items of Islamic animated infographic were obtained

Cronbach value around 0.8 and it was achieved the reliability test. In

general, most researchers agree that value of 0.7 is acceptable (Mohd

Rafi Yaacob, 2013; Pallant, 2007).

The result of Cronbach’s Alpha for all values is around 0.8. Thus,

it achieves the reliability of the result of Islamic animated infographic for

the da’wah conveying.

157

4.3.4 Mean Scores of Islamic Animated Infographic Elements

Figure 4.11 until 4.13 below shows the formula for the essential

component in Islamic animated infographic such as acceptance level,

information element, communication element and technology element.

COMPUTE

infoall=MEAN(INFO1,INFO2,INFO3,INFO4,INFO5,INFO6).

EXECUTE.

MEANS TABLES=infoall

/CELLS MEAN MEDIAN STDDEV /STATISTICS ANOVA.

Figure 4.11: Formula for overall mean in information element

COMPUTE infoall=MEAN(COMM10,COMM11,COMM12,COMM13). EXECUTE.

MEANS TABLES=infoall

/CELLS MEAN MEDIAN STDDEV

/STATISTICS ANOVA.

Figure 4.12: Formula for overall mean in communication element

COMPUTE

techall=MEAN(TECH14,TECH15,TECH16,TECH17,TECH18,TECH19,

TECH20,TECH21,TECH22,TECH23).

EXECUTE.

MEANS TABLES=commall /CELLS MEAN COUNT STDDEV

/STATISTICS ANOVA.

Figure 4.13: Formula for overall mean in technology element

158

Table 4.14: Mean for overall elements in Islamic animated infographic

Element Mean Std. No.

Deviation Rank

Information 4.111 0.566 3 Communication 4.126 0.532 2

Technology 4.235 0.430 1

Table 4.14 shows the mean for overall elements in Islamic

animated infographic. The three elements of Islamic animated

infographic were computed based on the mean. The highest (rank number

one) mean showed the element of technology, middle mean (rank number

two) is communication, meanwhile lowest mean (rank number three)

demonstrated the information elements.

159

4.3.5 T-Test (Independent-samples)

Table 4.15: T-Test for expertise

Element Expertise N Mean Std. Std. Error

Deviation Mean

m_acceptance Design 61 4.371 0.492 0.063 Islamic Studies 50 4.468 0.434 0.061

m_info Design 61 3.596 0.459 0.059

Islamic Studies 50 3.678 0.443 0.063

m_comm Design 61 4.105 0.563 0.072

Islamic Studies 50 4.244 0.411 0.058

m_tech Design 61 4.164 0.470 0.060

Islamic Studies 50 4.322 0.361 0.051

160

Element Levene’s Test for t-test for Equality of Means

Equality of

Variances

F Sig. t df Sig. Mean Std. Error 95% Confidence (2- Differenc Differenc Interval of the

tailed) e e Difference

Lower Upper

m_acce Equal variances 1.058 0.306 -1.094 109 0.276 -0.0975 0.089 -0.274 0.079 ptance assumed

Equal variances -1.108 108.381 0.270 -0.0975 0.088 -0.272 0.077

not assumed

m_info Equal variances 0.549 0.460 -.942 109 0.348 -0.081 0.086 -0.252 0.090

assumed

Equal variances -.945 106.064 0.347 -0.081 0.086 -0.252 0.089

not assumed

m_com Equal variances 2.850 0.094 -1.458 109 0.148 -0.139 0.095 -0.328 0.050

m assumed

Equal variances -1.503 107.645 0.136 -0.139 0.093 -0.323 0.044

not assumed

m_tech Equal variances 1.343 0.249 -1.953 109 0.053 -0.158 0.081 -0.319 0.002

assumed

Equal variances -2.004 108.584 0.048 -0.158 0.079 -0.314 -0.002

not assumed

161

Table 4.15 above shows the t-test result for expertise involved in

this study. First look at the mean of acceptance level (m_acceptance)

between design and Islamic Studies expertise. Mean on acceptance level

of Islamic animated infographic for design expertises and Islamic

expertises is 4.371 and 4.468 respectively. An independent-sample t-test

was conducted to compare the acceptance level of expertise of designers

and Islamic studies. There was no significant difference in scores for the

designers (M = 4.371, SD = 0.492) and Islamic studies expert, M =

4.468, SD = 5.71; t(109) = -1.094, p = 0.276.

An independent-sample t-test was conducted to compare the

information element (m_info) among expertise of designers and Islamic

studies. There was no significant difference in scores for the designers

(M = 3.597, SD = 0.459) and Islamic studies expert, M = 3.678, SD =

0.443; t(109) = -0.942, p = 0.348.

An independent-sample t-test was conducted to compare the

communication element (m_comm) among expertise of designers and

Islamic studies. There was no significant difference in scores for the

designers (M = 4.105, SD = 0.563) and Islamic studies expert, M =

4.244, SD = 0.411; t(109) = -1.458, p = 0.148.

An independent-sample t-test was conducted to compare the

technology element (m_tech) among expertise of designers and Islamic

studies. There was a significant difference in scores for the designers (M

162

= 4.164, SD = 0.470) and Islamic studies expert, M = 4.344, SD = 0.361;

t(109) = -1.953, p = 0.053.

The overall result of the acceptance level and the elements of

information, communication have no significant among the designers and

Islamic studies experts. While, technology element has a significant

difference. This is proved that, the designers and Islamic studies people

have the same perception of the elements of information and

communication and also the acceptance level of Islamic animated

infographic. For the element of technology, there is a different perception

towards Islamic animated infographic. This is because, the designers are

too focused on technical things in particular such as the design of the

Islamic animated infographic. Meanwhile, the expert in Islamic studies is

more focus on the content of the Islamic animated infographic.

4.4 Discussion

As mentioned before, this study is to develop an Islamic animated

infographic model for the da’wah dissemination. The elements consist of

information, communication and technology which created suitable

characteristics of the Islamic animated infographic model. This

characteristic combined with the five elements of da’wah such as da’ē

(preacher), mad’u (audience), maudu’ (topic), manhaj (method) and

wasā’il (medium).

163

The proposed model for Islamic animated infographic was shown

in Figure 4.14 as below. In mechanism part of Islamic animated

infographic elements such as information, communication and

technology, each element for each item has been arranged in accordance

with the highest and the lowest level of acceptance from the respondents.

From this model, Islamic animated infographic can serve the

understanding of Islamic knowledge to the audience, thus they can be

practiced and apply in everyday life.

164

Figure 4.14: Proposed model for Islamic animated infographic

165

Islamic animated infographic model become a practical medium

(wasa’il) in disseminating the da’wah. It begins with the input which is

da’e must make the primary sources such as the Qurān and Hadith as a

reference in preaching. Then, it was an interpretation of the mechanism

which contains three essential elements in Islamic animated infographic

such as information, communication and technology. In this mechanism,

research shown the element of technology was in the highest ranking

followed by the element of communication. Both elements act as a

method (manhaj) to this model. Subsequently, information element was

posited in the lowest ranking. This element act as content (maudhu’) to

the Islamic animated infographic model. The mechanism contained in

these elements are important to spread the message to the target

audiences. The successful message gives an opportunity to absorb the

values and wisdom as understanding for them to practice it.

In the mechanism of the model, the highest item in technology

element. The designers need to collaborate with the religious people to

produce the more Islamic-based interactive product. This collaboration is

needed for the future undertaking in producing more creative inventions

to promote Islamic-based interactive products. The finding is consistent

with findings of past studies by Shaikh Mohd Saifuddeen Shaikh Mohd

Salleh, Khairul Khalil Ishak, and Muhammad Zaki Ramli (2015), which

this collaboration is essential to the people who involve in a technical

field which is ICT practitioner as a technology enabler and religious

166

people as a content provider. These two groups of people have a different

background but they have the same objective which is to uphold the

righteous of Islam to the right path. Furthermore, the second highest item

in technology element is the Islamic animated infographic can be the best

platform of da’wah to non-Muslims. This infographic is able for the non-

Muslims to watch it because it serves the basic knowledge of Islam. This

could be the starting point for them to learn Islam. Then, the third item is

the invented technology should be sophisticated in order to attract more

people to learn deeply about Islam. This shows that software and

hardware in producing Islamic animated infographic need to in line with

current sophisticated technologies that being used. The current and

sophisticated technologies will attract more people intend to watch

Islamic animated infographic because the outputs are fascinating. The

next item in Islamic animated infographic for technology element is it

brings benefits to people. The knowledgeable du’at can give to people

the values and wisdom in each information that are serve to the audience

(Md. Asham Ahmad, 2015). Thus, people can differentiate by themselves

what are right or wrong in particular issues or things. The item rank

number five in technology element is Islamic animated infographic can

bring benefits to the life of a Muslim. It is in line with statement of

Tengku Asmadi Tengku Mohamad, Mohd. Nabil Madji Arip, and Rosidi

Shahari (2015), technology development give the information interpreted

by the sense and the mind thus contribute to action that eventually

167

becomes habits and creating their personal. Moreover, the item number

six in the model is Islamic animated infographic contains attractive

technology-based context. Mesmerizing animation combined with

appealing content can give value added towards Islamic animated

infographic. All those things could realize by having a good

technological invention. Then, the item number seven is Islamic

animated infographic can assist to become a better person. This tool is

one of the alternatives to be a good Muslim by keep closer with The

Creator. As Muslims, we are required to find whatever medium to keep

closer to Allah. As Allah mention in surah Al-Ma’idah verse 35:

O you who have believed, fear Allah and seek the means

[of nearness] to Him and strive in His cause that you may

succeed. (Al-Ma’idah, 5:35)

The rank number eight is Islamic animated infographic contributes

towards the deeds advancement. The good deeds can be increased by

assisting of this infographic. This infographic can help people in daily

routine to do the kindness. Next, the rank number nine is Islamic

animated infographic is an adequate motion graphic element such as

color, typography and sound. The sufficient element of motion graphic

will make the animation more amusing. This technical production needs

to expert animators to design it. The lowest rank in technology element is

it provides a specific knowledge of Islam. There are various knowledge

168

in Islam, such as a belief (‘aqīdah), worship (‘ibādah), ethics (akhlāq)

and social relations (mu’amalah). Islamic animated infographic is able to

animate the story for all these knowledge topics.

In the communication element, the highest ranking is a

communication element should contain the component of da’wah which

is the principle of al-amru bi ma’ruf wa al-nahyi munkar (commanding

good and forbidding evil) Islamic animated infographic is able to be the

important factor in spreading the da’wah. This is the ethics that need the

du’at to take care of while preaching. It depends on the manhaj

Rabbāniyyah (method of Divine origin) which is through verse 125 in

surah Al-Nahl (Zulkiplie Abd. Ghani, 2015). The second rank in this

element is Islamic animated infographic can make people remember

God. By creating this infographic, indirectly audience will remember to

the Creator and can assure their heart.

Those who have believed and whose hearts are assured by

the remembrance of Allah. Unquestionably, by the

remembrance of Allah hearts are assured. (Ar-Ra’d, 13:

28)

The next rank is communication activities in Islamic animated

infographic would increase the level of Taqwa (conscious of Allah).

Taqwa is obeying His commands and forbid from His prohibitions. As

Allah mention in surah Yunus verse 6 which is Allah command to the

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mankind for observing the creation created by Him as a sign to fear Allah

for those with taqwa.

Indeed, in the alternation of the night and the day and [in]

what Allah has created in the heavens and the earth are

signs for a people who fear Allah (Yunus, 10:6)

The lowest rank for communication element is Islamic animated

infographic are considered as a part of worshiping acts in Muslim life.

And I did not create the jinn and mankind except to

worship Me. (Adh-Dhariyat, 51:56)

The man was created by Allah to worship Him alone. We need to find

any medium to get closer to Allah but must have sincerity of Niyyah

(intention of man’s actions) to consider as ibādah (worship). Islamic

animated infographic is one of manifestation to get closer to Allah but

should be included with the sincere intention.

Information element was considered as the lowest ranking from the

elements of Islamic animated infographic. However, it is necessary for

designing a good infographic in da’wah context. The highest ranking for

the item is the information provides a good example to the public for

them to follow. Then animated infographic must be promoting the amar

ma’ruf (good deeds) and prohibiting nahy munkar (evil conduct) as a

guideline. The second item rank in information element is Islamic

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animated infographic provides the precise information based on the fact

from the Qurān and Hadith. Qurān and Hadith are the primary sources

for Muslims to refer as a base line in life. Those who follow these two

sources will succeed in the world and Hereafter (Mohamad Fauzan

Noordin, 2009). These two primary sources of Muslims are also known

as a Tawḥīdic paradigm to uphold as a foundation in handling any

aspects of ICT. The third item rank in the Islamic animated infographic

model is it serves a better understanding to retain the information for

long-term memory. An attractive graphics blended with the excellent

content will give an opportunity to the people remember that particular

topic. It is because the human brain can recall the pictures in their

memory for long lasting. The rank number four in this model is the

information is clear enough. The clarity of the information served on

Islamic animated infographic give understanding to the audience thus

applies it in life. Next, the rank number five is the information contains

the commandment in the Islamic teaching. In Islam, there is do and don’t

that was clearly stated in Qurān and Hadith. Islamic animated

infographic try to visualize it in animated form to attract people to learn

Islam with an attractive medium. The next ranking in the Islamic

animated infographic is the information contains manipulative facts. This

is could not be realized because everything related to Islam needs for

precise according to the command from Allah. This is just a negative

statement on testing the understanding of the respondents whether they

171

understood or not with that situation. The lowest ranking in information

elements is the information is delivered by using harsh words. This is

also the negative statement in the survey to test the respondent’s focus

while answering the survey questions. This could not happen because

Islam is emphasizing the words or the actions to be gentle in all deeds.

There are a lot of quranic verses mentioned about gentle in doing all

things.

Even though all the elements and items shows the highest and

lowest ranking in this model, all the components are essential in

designing an excellent Islamic animated infographic as an alternative in

the da’wah spreading. Therefore, the major findings from this study

contribute to the production of religiosity animations. Indeed, da’wah

cannot widely circulate without the wealth technology that are now has

no physical boundaries. Da’wah through technology can give a major

impact toward society to become a man who can give benefits the other

man and become the best slave to the Creator.

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CHAPTER 5

CONCLUSION

5.1 Overview of Chapter

This chapter discusses the conclusion of this study based on the

research questions as posited in Chapter 1. It includes discussion on the

recapitulation of the study findings, the contribution of the research

which includes the theoretical contribution and practical implication,

limitations and suggestions for future research. Lastly, this chapter ends

up by forwarding the concluding remark.

5.2 Recapitulation of the Study Findings

This study examines an Islamic animated infographic model for the

da’wah dissemination. The overall results of assessment evaluations from

the experts were shown a positive response towards the prototype design

which is the case study of this research. Hence, Islamic animated

infographic from the view of experts are able to become one of the

alternative tools that can be used in da’wah dissemination. Moreover, the

reliability test from the experts got the optimum outcome and it obtains

reliable results.

173

Furthermore, the analysis result of the survey gives positive

feedback. The analysis of each element using descriptive analysis can be

identified which items got the highest and lowest ranking. Thus, these

recognize the items got the most important and the least important for the

elements of information, communication and technology. Besides, the

reliability test for every element got 0.8 and it achieves the reliable result.

In addition, t-test analysis for an expertise was examined. The

result for expertise t-test shown that elements of information and

communication have not significant among expertise which are designers

and Islamic studies. While the element of technology have significant

between designers and Islamic studies. It gives meaning that, experts

have different perception towards Islamic animated infographic.

5.3 Contribution of the Research

The result of this study provides several significant theoretical and

practical implications. Details of the contributions and implications are

discussed as below:

174

5.3.1 Theoretical Contribution

From a theoretical standpoint, this research has several

contributions to the theories. First, this research used the Unified Theory

of Acceptance and Use of Technology (UTAUT) at the part of survey

question in the section B which is the acceptance of use. It was adapted

only four elements instead of eight prominent user acceptance models

from the theory. This adapted theory can be used for examining the

acceptance level for multimedia learning-based especially in an Islamic

and da’wah context.

Another theory was used in the research was a Learning Object

Review Instrument (LORI). This adapted theory used for the experts’

assessment in evaluated the prototype design of Islamic animated

infographic. This instrument tool may use for an assessment of other

multimedia-based learning or prototype design testing from the expertise.

5.3.2 Practical Implication

The research study is present the model of Islamic animated

infographics for the da’wah dissemination specifically in Malaysia.

Later, this study was reviewed the basic provision of communication in

Islamic animated infographics, elements and principles of Islamic

animated infographics and how information delivers to the target

175

audience effectively. This study is beneficial to the three categories such

as individual, society and country.

For the benefits of the individual, Islamic animated infographics could

enhance the understanding of Islamic knowledge even though it incorporates

heavy content because it has a commandment and punishment which clearly

mentioned in the Qurān and Hadith. Moreover, Islamic animated

infographics can be watched by all ages and not specific to a certain group

of people only. Furthermore, it is beneficial to the Muslim in Malaysia as

this study enhances the knowledge of Islam and the platform of da’wah by

using Islamic animated infographics. This is one of the most pleasing,

entertaining and simplest ways to learn Islam profoundly because it makes

simpler from the complex information.

Furthermore, this study also would be beneficial for the

community. The designers and preachers need to collaborate in

producing a more creative outcome. It is crucial for the designers and

preachers to collaborate in acquiring more techno-da’ē to have more

Islamic-based technology products for benefits others.

Moreover, this study provides advantages to the country. The basic

value of Islam was contained in the prototype design of Islamic animated

infographic. It will promote the strength of society. This is the foundation

for generating good individual and social life namely as Maqāsid al-

Sharī’ah. The impact of the implementation of Maqāsid al-Sharī’ah

176

towards the country as a strategic model because its administration based

on the Islamic teaching.

5.4 Conclusion

The objective of the study is to develop the model of Islamic

animated infographic in da’wah dissemination. This study was

determined the elements of Islamic animated infographic as a suitable

item for the model such as information, communication and technology.

This study also evaluates the elements of Islamic animated infographic

that affect towards the acceptance level of da’wah which explain detail

about elements of Islamic animated infographic from the context of the

da’wah component. Furthermore, a proposed model of Islamic animated

infographic was enlightened as a da’wah dissemination. All in all, the

results signify that the Islamic animated infographic model provides a

good acceptance level to convey the da’wah through a creative approach

because it gives total comprehension and da’wah absorption to people

practicing in daily life. From the findings shows that, the animated

infographics model to convey the da’wah have a great potential to go

further for the future enhancement. This would expectedly heighten the

animated infographics model in spreading the da’wah. Da’wah using

technology is not meant to replace the da’wah that has been done by the

Prophet Muhammad (PBUH) but da’wah must be carried out in line with

177

the times so that the da’wah of Islam can be delivered more efficiently

and effectively. Through this study, Islamic animated infographics as a

da’wah medium have proved that it can be accepted by the respondents.

This clearly shows that it can give the new impetus to the da’wah through

technology and can contribute toward maslahah ummah (benefit of

people).

5.5 Limitations and Suggestions for Future Studies

In this study, there are several numbers of the limitation to

accomplish the whole thesis. First, the sample size of the respondents

which is an expert in the design and Islamic studies makes bridle to the

data collection process. This background of the target respondent needs

to identify first before giving the survey for them to answer. The

alternative way to distribute a questionnaire to the targeted respondent is

through online distribution which is trough the website. It looks

proficient because respondents need to watch the prototype design first

and then answer the survey. Then, the link on the website was distributed

through the whatsApp application, Facebook as a social media as a

platform and email. The survey result was selected based on the area of

expertise in design and Islamic studies only from the response to

analyzing.

178

Second, the development of prototype design. The prototype design

of Islamic animated infographic is already illustrated and developed the

storyline. But, unfortunately, the researcher did not have enough

capability to design a good animation of Islamic animated infographic.

Thus, a researcher asked an animator to design the prototype to get the

great result of the animation.

Third, the process to get the result of assessment from the experts

was a bit challenging. This is because, the experts unable to answer the

evaluation of the prototype design and data collection immediately

because of the time constraint. Thus, the researcher needs to have an

appointment and give to them about two to three days’ space to evaluate

it.

Finally, this research was focused on the elements of information,

communication and technology as a base on the da’wah dissemination in

Islamic animated infographic. Therefore, it is recommended that future

research should apply other elements to enlarge the da’wah activities for

the benefits of people. Moreover, this research could become a

comparative study from another country which practices Islam in

disseminating the da’wah. To the future researchers, this study can

provide baseline information on the recent status of Islamic animated

infographics.

179

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188

APPENDIX - A

Letter of Appointment as An Expert

189

APPENDIX - B

Expert Assessment Evaluation

EXPERT EVALUATION WORKSHEET

Prophet’s Sunnah in Eating and Drinking

Activity: Prototype Design (Validation & Readiness) Date: 11/1/16

Expert Name:

Agency/ Company:

Expert in:

Evaluation Checklist

No. Evaluation Criteria Excellent Very

Good Fair Poor REMARK Good

Title: 1 Achievable to become one of the da’wah

dissemination and convey the beauty of Islam

through creative approaches by using simple and attractive design.

190

No. Evaluation Criteria Excellent Very

Good Fair Poor REMARK Good

Visual Cues: 3 Information interpreted successfully and helps

the audience to understand the information well.

Hierarchy: 4 The arrangement or presentation of elements

in a way that implies importance.

Feedback and Adaptation:

5 Acceptable content or good feedback to the Muslims and non-Muslims.

Motivation: 6 Ability to motivate by creating interest, thus

audience will practice in daily life.

Presentation Design: 7 Islamic animated infographic enable audience

to learn efficiently because the texts and graphics are clear.

191

No. Evaluation Criteria Excellent Very

Good Fair Poor REMARK Good

Comprehension: 9 Effective communication gives the audience

better understanding on the information and knowledge delivered.

Retention: 10 Design of beauty (design quality).

Sound (communicate with meaningful information to the audience).

Utility (meet the objective by explorative and narrative).

Reusability: 11 Ability to use in da’wah contexts with

different backgrounds of group respondents.

192

Overall comment/ Suggestion (eg.: verified, validated, questionnaire are recommended, etc)

Commented by: Accepted by:

__________________________

________________________

Subject Matter Expert

Agency/ Company

Nur Nazihah binti Rahim Master Degree student Faculty of Creative Technology and Heritage Universiti Malaysia Kelantan.

193

APPENDIX - C

Questionnaire

Dear respondent,

I am Nur Nazihah binti Rahim (C14D016F), a Master Degree student from the

Faculty of Creative Technology and Heritage in Multimedia is conducting a

research on AN ISLAMIC ANIMATED INFOGRAPHIC MODEL FOR

DA’WAH DISSEMINATION: A CASE STUDY OF PROPHET’S

SUNNAH IN EATING AND DRINKING. This is the questionnaire that is

related to the research. You are selected to participate in this research. I would

like to thank for your cooperation and willingness to answer the questionnaire.

Saya Nur Nazihah binti Rahim (C14D016F), pelajar jurusan Sarjana dari

Fakulti Teknologi Kreatif dan Warisan dalam bidang Multimedia sedang

melakukan kajian penyelidikan tentang MODEL ISLAMIK INFOGRAFIK

BERANIMASI UNTUK PENYEBARAN DAKWAH: SATU KAJIAN KES

SUNNAH NABI DALAM MAKAN DAN MINUM. Soal selidik ini berkaitan

dengan kajian penyelidikan di atas. Oleh itu, encik/cik/tuan/puan telah dipilih

untuk terlibat dalam kajian penyelidikan ini. Saya amat berterima kasih atas

kerjasama dan kesudian encik/cik/tuan/puan untuk menjawab soal selidik ini.

Thank you,

(Nur Nazihah binti Rahim)

194

_______________________________________________________________

Survey Information ______________________________________________________________

This survey is conducted by Nur Nazihah binti Rahim from Faculty of

Creative Technology and Heritage for her master’s degree requirement. Her

research project is supervised by Dr. Nik Zulkarnaen Hj. Khidzir, Dr. Anuar

Mohd Yusof and Asst. Prof. Dr. Aznan Zuhid Saidin (IIUM). This study is

conducted to determine An Islamic Animated Infographics Model For

Da’wah Dissemination: A Case Study of Prophet’s Sunnah in Eating and

Drinking.

Kajian ini dijalankan oleh Nur Nazihah binti Rahim dari Fakulti Teknologi

Kreatif dan Warisan untuk keperluan ijazah sarjana. Projek penyelidikan

beliau diselia oleh Dr. Nik Zulkarnaen Khidzir, Dr. Anuar Mohd Yusof dan

Pen. Prof. Dr. Aznan Zuhid Saidin (UIAM). Kajian ini dijalankan untuk

menentukan Model Islamik Infografik Beranimasi Untuk Penyebaran

Dakwah: Satu Kajian Kes Sunnah Nabi Dalam Makan Dan Minum.

Further information:

E-mail: [email protected]

Contact No. : 013-3155320

195

This questionnaire consists of THREE (3) major parts:

Respondent Profile (Section A), The Acceptance of Use

(Section B) and The Content of Islamic Animated Infographic

(Section C)

A short description of Islamic animated infographic as a da’wah

platform.

Animated infographics have emerged from infographics and they have

become increasingly popular as they attract audience’s attention than words

alone. Animated infographics are able to convey more information with

successive images compared to stilled images. Animated infographics are

suitable in understanding the concept and uncertain issues. Thus, animated

infographics as a tool for the da’wah dissemination or in other words,

Islamic animated infographic could become one of the useful techniques to

understand the Islamic knowledge in era of ICT by utilizing the advantages

of the technology to its fullest. It is an alternative way to uphold the

righteous of Islam. The aim of this Islamic animated infographic is to

convey Islamic messages through creative, simple and attractive design. It

also acts as an alternative and platform for the da’wah.

Keterangan ringkas mengenai Islamik infografik beranimasi sebagai

platform dakwah.

Infografik beranimasi telah muncul daripada infografik dan menjadi

semakin popular kerana mampu menarik perhatian para penonton

berbanding dengan perkataan sahaja. Infografik beranimasi dapat

menyampaikan lebih informasi kerana mampu menyediakan imej yang

berurutan berbanding dengan imej statik. Infografik beranimasi sesuai

dalam memahami konsep dan isu-isu yang kurang difahami. Oleh itu,

infografik beranimasi sebagai alat untuk penyebaran dakwah atau dalam

perkataan lain ialah Islamik infografik beranimasi menjadi salah satu

teknik yang amat berguna dalam memahami ilmu-ilmu Islam pada era ICT

dengan menggunakan sepenuh kelebihan teknologi yang ada. Islamik

infografik beranimasi adalah salah satu alternatif dalam memartabatkan

syiar Islam. Tujuan Islamik infografik beranimasi adalah untuk

menyampaikan mesej Islam melalui cara yang kreatif, ringkas beserta reka

corak yang menarik. Perkara ini juga mampu bertindak sebagai alternatif

dan platform untuk berdakwah.

196

SECTION A: RESPONDENT PROFILE (Profil responden) Please tick (√) the column that best reflect yourself.

(Sila tandakan (√) dalam ruang yang menunjukkan diri anda)

Q1. Gender (Jantina)

Male (Lelaki)

Female (Perempuan)

Q2. Age (Umur)

20 or less (20 tahun atau kurang)

21 - 25

26 - 30

31 - 35

36 - 40

41 or above (41 tahun atau lebih)

Q3. Area of expertise (Bidang kepakaran)

Design (Rekabentuk)

Islamic Studies (Pengajian Islam)

Other _______________

Q4. Occupation (Pekerjaan)

Student (Pelajar)

Designer (Pereka)

Islamic Preacher (Pendakwah Islam)

Other ________________

197

SECTION B: THE ACCEPTANCE OF USE (Penerimaan

untuk mengguna)

In this section, we aim to assess the acceptance level of use for the Islamic

animated infographic. Please ‘circle’ or ‘tick’ your best answer. Kindly

indicate your response by using the following scale.

Dalam bahagian ini, saya ingin menilai tahap penerimaan penggunaan

Islamik infografik beranimasi. Sila ‘bulatkan’ atau ‘tandakan’ jawapan anda.

Tandakan respon anda dengan menggunakan skala berikut.

Strongly Disagree Strongly

Disagree (Tidak Neutral Agree Agree

(Sangat Tidak Bersetuju) (Neutral) (Bersetuju) (Sangat

Bersetuju)

Bersetuju)

1 2 3 4 5

No. The acceptance level of Islamic 1 2 3 4 5

animated infographic

(Tahap penerimaan Islamik infografik

beranimasi)

1. I find the Islamic animated infographic 1 2 3 4 5

very useful in my life.

(Saya dapati Islamik infografik

beranimasi amat berguna dalam hidup

saya)

198

Strongly Disagree Strongly

Disagree (Tidak Neutral Agree Agree

(Sangat Tidak Bersetuju) (Neutral) (Bersetuju) (Sangat

Bersetuju)

Bersetuju)

1 2 3 4 5

2 Islamic animated infographic increase my 1 2 3 4 5

knowledge of Islam.

(Islamik infografik beranimasi

meningkatkan ilmu saya tentang Islam)

3. Islamic animated infographic make the 1 2 3 4 5

knowledge of Islam more interesting.

(Islamik infografik beranimasi

menjadikan ilmu tentang Islam bertambah

menarik)

4. I intend to watch Islamic animated 1 2 3 4 5

infographic for different topics.

(Saya berhasrat untuk menonton Islamik

infografik beranimasi untuk topik yang

berbeza)

5. I will suggest Islamic animated 1 2 3 4 5

infographic to other people.

(Saya akan mencadangkan Islamik

infografik beranimasi kepada orang lain)

199

SECTION C: CONTENT OF ISLAMIC ANIMATED

INFOGRAPHIC (Kandungan Islamik infografik beranimasi)

In this section, we aim to assess the content of Islamic animated infographic

for the da’wah dissemination Please ‘circle’ or ‘tick’ your best answer.

Kindly indicate your response by using the following scale.

Dalam bahagian ini, saya ingin menilai kandungan Islamik infografik

beranimasi untuk penyebaran dakwah. Sila ‘bulatkan’ atau ‘tandakan’

jawapan anda. Tandakan respon anda dengan menggunakan skala berikut.

Strongly Disagree Strongly

Disagree (Tidak Neutral Agree Agree

(Sangat Tidak Bersetuju) (Neutral) (Bersetuju) (Sangat

Bersetuju)

Bersetuju)

1 2 3 4 5

No. Content of the Islamic animated 1 2 3 4 5

infographic

(Kandungan Islamik infografik

beranimasi)

1. The information is clear enough. 1 2 3 4 5

(Informasi yang cukup jelas) Info

2. Provides the precise information based on 1 2 3 4 5

the fact from the Al-Quran.

(Menyediakan informasi yangtepat

berdasarkan fakta daripada Al-Quran )

200

Strongly Disagree Strongly

Disagree (Tidak Neutral Agree Agree

(Sangat Tidak Bersetuju) (Neutral) (Bersetuju) (Sangat

Bersetuju)

Bersetuju)

1 2 3 4 5

3. Provides the precise information based on 1 2 3 4 5

the fact from the Hadith.

(Menyediakaninformasi yang tepat

berdasarkan fakta daripada Hadis)

4. The information contains the commandment 1 2 3 4 5

in the Islamic teaching.

(Informasi mempunyai perintah larangan

dalam pengajaran Islam)

5. Serves a better understanding to retain the 1 2 3 4 5

information for long-term memory.

(Menyediakan kefahaman yang mencukupi

untuk mengekal informasi bagi jangka masa

yang panjang)

7. The information is delivered by using harsh 1 2 3 4 5

words.

(Informasi yang disampaikan menggunakan

perkataan yang kasar)

201

Strongly Disagree Strongly

Disagree (Tidak Neutral Agree Agree

(Sangat Tidak Bersetuju) (Neutral) (Bersetuju) (Sangat

Bersetuju)

Bersetuju)

1 2 3 4 5

8. The information contains manipulative 1 2 3 4 5

facts.

(Informasi mempunyai fakta yang

dimanipulasi)

9. Islamic animated infographic are considered 1 2 3 4 5

as a part of worshiping acts in Muslim life.

Com (Islamik infografik beranimasi dikira

sebagai sebahagian daripada ibadat dalam

kehidupan seorang Muslim)

10. Islamic animated infographic make me 1 2 3 4 5

remember God.

(Islamik infografik beranimasi menjadikan

saya mengingati kepada Tuhan)

202

Strongly Disagree Strongly

Disagree (Tidak Neutral Agree Agree

(Sangat Tidak Bersetuju) (Neutral) (Bersetuju) (Sangat

Bersetuju)

Bersetuju)

1 2 3 4 5

11. Communication element should contain the 1 2 3 4 5

component of da’wah (propogating of

Islam) which is the principle of al-amru bi

ma’ruf wa al-nahyi munkar (commanding

good and forbidding evil)

(Elemen komunikasi perlu mempunyai

komponen dakwah (menyebarkan Islam)

iaitu prinsip al-amru bi ma’ruf wa al-nahyi

munkar (melakukan kebaikan dan

meninggalkan larangan))

12. Communicative activities in Islamic 1 2 3 4 5

animated infographic would increase my

level of Taqwa (conscious of Allah)

(Aktiviti komunikasi dalam Islamik

infografik beranimasi mampu meningkatkan

tahap ketakwaaan saya)

13. Islamic animated infographic are able to be 1 2 3 4 5

the importantfactor in spreading the

da’wah.

(Islamik infografik beranimasi mampu

menjadi faktor yang penting dalam

penyebaran dakwah)

203

Strongly Disagree Strongly

Disagree (Tidak Neutral Agree Agree

(Sangat Tidak Bersetuju) (Neutral) (Bersetuju) (Sangat

Bersetuju)

Bersetuju)

1 2 3 4 5

14. Islamic animated infographic bring benefits 1 2 3 4 5

to people.

Tech (Islamik infografik beranimasi membawa

kebaikan kepada manusia)

15. Islamic animated infographic assist me to 1 2 3 4 5

become a better person.

(Islamik infografik beranimasi membantu

saya untuk menjadi manusia yang baik)

16. Contains attractive technology-based 1 2 3 4 5

context.

(Mempunyai konteks yang berasaskan

teknologi yang menarik)

17. Adequate motion graphic elements. (For 1 2 3 4 5

examples: color, typography, sound)

(Elemen grafik pergerakan yang

mencukupi. Sebagai contoh: warna,

tipografi, bunyi)

18. Contributes towards my deeds 1 2 3 4 5

advancement.

(Memberi sumbangan terhadap kemajuan

tindakan saya)

204

Strongly Disagree Strongly

Disagree (Tidak Neutral Agree Agree

(Sangat Tidak Bersetuju) (Neutral) (Bersetuju) (Sangat

Bersetuju)

Bersetuju)

1 2 3 4 5

19. Provides a specific knowledge of Islam. 1 2 3 4 5

(Menyediakan ilmu Islam yang spesifik)

20. Designers need to collaborate with the 1 2 3 4 5

religious people to produce more Islamic-

based interactive product.

(Pereka perlu bekerjasama dengan

golongan ahli agama untuk menghasilkan

lebih banyak produk interaktif yang

berasaskan Islamik)

21. Invented technology should be sophisticated 1 2 3 4 5

in order to attract more people to learn

deeply about Islam.

(Teknologi yang dicipta perlu canggih

dalam usaha menarik minat orang ramai

untuk mempelajari Islam dengan lebih

mendalam)

22. Islamic animated infographic bring benefits 1 2 3 4 5

to the life of a Muslim.

(Islamik infografik beranimasi membawa

kebaikan kepada kehidupan seorang

Muslim)

205

Strongly Disagree Strongly

Disagree (Tidak Neutral Agree Agree

(Sangat Tidak Bersetuju) (Neutral) (Bersetuju) (Sangat

Bersetuju)

Bersetuju)

1 2 3 4 5

23. Islamic animated infographic can be the 1 2 3 45

best platform of da’wah to non-Muslims.

(Islamik infografik beranimasi boleh

menjadi platform yang terbaik dalam

dakwah kepada orang bukan Muslim)

END OF QUESTIONNAIRES Thank you again for your participation in

this survey. Your contribution to this study is highly appreciated.

Terima kasih atas kerjasama anda

206

APPENDIX - D

Research Ideation Canvas

Working The Acceptance Level of Animated Infographics as a Tool for Thesis Title An Islamic Animated Infographic Model For Da’wah Dissemination:

Title: The Da’wah Dissemination (Final): A Case Study of Prophet’s Sunnah in Eating and Drinking.

RESEARCH BACKGROUND

ICT should become a

tool used by the

users that

corresponding with

Maqāsid al-Sharī’ah

which is darūriyyāt

(basic necessities)

It able in helping in

spreading the da’wah

message more broadly

Islamic animated

infographics as a tool

for the da’wah

dissemination

becomes one of the

alternative ways to

understand the

Islamic knowledge in

era of ICT.

PROBLEM

There is a lack of

L specific model to

assist in producing a

I

good Islamic

T animated

E infographic.

R

A

T

U

R

E

R E

V

I

E

W

RESEARCH

OBJECTIVES METHODOLOGY

To determine the Exploratory research

elements for Islamic

design which belongs

R

E animated to a group of non-

infographic model.

experimental

S

research. It involved

E

To evaluate the

assessment of the

A

elements of Islamic experts and survey to

R

animated the target

C

infographic model respondents. H that affect towards

the level of Q acceptance in

U da’wah.

E

S To propose a model of Islamic animated T infographic for the

I da’wah

O dissemination.

N S

RESULT DISCUSSION CONCLUSION

A The assessment The elements consist Da’wah using

evaluation of

of information,

technology is not N

prototype design from

communication and

meant to replace the

A

the design and Islamic technology which da’wah that has

L

Studies experts proposed the model been done by the

Y showed good response was highlighted Prophet Muhammad

S to become one of the from the result of PBUH but da’wah

I alternative methods to highest and lowest must be carried out

S disseminate the rank of Islamic in line with the

da’wah through

animated

times so that the

Islamic animated infographic items missionary of Islam

infographic and elements. can be delivered

D more efficiently and

Positive feedback was

effectively. A

obtained from the

T respondent's survey.

A Items of the elements

were identified as the highest and lowest ranking of Islamic

L animated infographic

R shown which items and elements were most highlighted.

207

APPENDIX - E

Gantt Chart

208

APPENDIX - F

Transliteration of Arabic Characters

209

LIST OF PUBLICATIONS

Nur Nazihah Rahim, Nik Zulkarnaen Khidzir, Anuar Mohd Yusof, Khairul

Azhar Mat Daud, Faculty of Creative Technology and Heritage, Universiti

Malaysia Kelantan, Malaysia. Towards A Conceptual Framework Of

Animated Infographics In An Islamic Context. 1st

International Islamic

Heritage Conference 2015 (1st

ISHEC 2015), Malacca, Malaysia, Pages 38-

48, ISBN: 978-967-0637-13-6, 11-12 November 2015

Mohamad Fauzan Noordin, Irma Pammusu, Shuhada Sulong, Nur Nazihah

Rahim. Islamic Perspective Exploratory Review: Creative Multimedia

Technology as an Innovative Tool for Da’wah Dissemination. Jurnal

Antarabangsa ‘Creative Futures’ dan Warisan, Jilid 1 Bil. 2 ISSN 2289-

4527, December 2015.

Nur Nazihah Rahim, Nik Zulkarnaen Khidzir, Anuar Mohd Yusof, Aznan

Zuhid Saidin. Designing The Data Collection Instrument For The

Da’wah Dissemination In Animated Infographics. Prosiding Kolokium

Pascasiswazah Teknologi Kreatif dan Warisan 2015.

Nur Nazihah Rahim, Nik Zulkarnaen Khidzir, Anuar Mohd Yusof, Aznan

Zuhid Saidin. An Assessment of Quality on Animated Infographics in an

Islamic Context. International Conference on Teaching and Learning in

Education (ICTLE2016), 1-2 March 2016.

210

LIST OF AWARD

K-Novasi 2017 Bronze Award for An Islamic Animated Infographics

Model As A Tool for Da’wah Dissemination (Open Category)

211