Islamic Education Teachers’ Mastery of Qur’anic Diacritical Marks and Their Application in Teaching Recitation and Tajwīd

Abstract

Abstract:

This study investigated the extent to which Islamic Education teachers demonstrate mastery of Qur’anic diacritical marks and apply this knowledge in teaching recitation and Tajwīd. The study population comprised 650 Islamic Education teachers in Amman, Jordan, from which a random sample of 335 teachers—185 males and 150 females—was selected during the 2025/2026 academic year from secondary schools. A descriptive survey design was employed.

To achieve the study objectives, a questionnaire consisting of two domains and 44 items was developed. The first domain, comprising 26 items, assessed Islamic Education teachers’ mastery of the semantics of Qur’anic diacritical marks. The second domain, comprising 18 items, measured teachers’ application of these semantics in teaching recitation and Tajwīd.

The results revealed that teachers’ overall mastery of Qur’anic diacritical marks and their application in teaching Tajwīd and recitation were at a moderate level. Furthermore, no statistically significant differences were found in teachers’ responses based on gender or teaching experience. Regarding the first domain, the findings emphasized the need to develop teacher training programs focused on Qur’anic orthography (al-rasm al-‘Uthmānī) and the use of diacritical marks. Concerning the second domain, the findings indicated teachers’ need for improved instructional methods and strategies to teach Qur’anic diacritical marks effectively and to utilize curricular and extracurricular activities to enhance students’ understanding and application of recitation semantics.

Accordingly, the study recommended organizing professional development programs for teachers and training workshops for students on Qur’anic orthography and diacritical marks. It also suggested diversifying classroom and extracurricular activities aimed at improving students’ proficiency in Qur’anic recitation.