ANALYSIS OF THE IMPACT OF USING VOICE CONNECTING BOX ON CHILDREN'S CONCENTRATION AND FOCUS IN LEARNING THE TRUTHS OF SOUND LANGUAGE IN AL-QURAN EDUCATION
Keywords:
Voice Connecting Box (VCBox), Quranic learning, pronunciation accuracy, cognitive load, auditory processingAbstract
This study examined the effectiveness of Voice Connecting Box (VCBox), an audio management technology, in enhancing concentration and pronunciation accuracy during Quranic learning among elementary school children. Using a mixed-methods approach with a randomized controlled design, 60 students (ages 7-12) were divided into experimental (n=30) and control (n=30) groups, with the experimental group using VCBox during 12 weeks of Quranic learning sessions. Data were collected through Hijaiyah Pronunciation Accuracy Tests (HPAT), systematic classroom observations, questionnaires on learning environment perceptions, and qualitative interviews. Results demonstrated that the experimental group showed significantly greater improvement in pronunciation accuracy scores (16.74 points vs. 5.66 points, p<0.001) and focus duration (from 12.3 to 21.8 minutes vs. 12.5 to 15.1 minutes for control group). Strong correlations were identified between sound detail awareness and pronunciation accuracy (r=0.82), and between focus duration and learning outcomes (r=0.78). Qualitative analysis revealed four dominant themes: enhanced auditory awareness, reduced cognitive load, personalized learning experience, and implementation challenges. These findings indicate that controlling auditory input through VCBox significantly improves children's concentration and pronunciation accuracy in Quranic learning by optimizing the auditory environment and reducing cognitive load. This research contributes to the integration of cognitive neuroscience principles into Islamic education practices and supports technology-enhanced approaches for improving Quranic learning outcomes.
References
Anne, G. (2025). Voice Connecting Box (VCBox): Enhancing learning through sound management.
Bidelman, G. M., York, A., & Pearson, C. (2025). Neural correlates of phonetic categorization under auditory (phoneme) and visual (grapheme) modalities. Neuroscience, 565, 182–191. https://doi.org/https://doi.org/10.1016/j.neuroscience.2024.11.079
Cherry, R. S. (1981). Development of selective auditory attention skills in children. Perceptual and motor skills. https://doi.org/10.2466/pms.1981.52.2.379
Chima Abimbola Eden, Onyebuchi Nneamaka Chisom, & Idowu Sulaimon Adeniyi. (2024). Integrating AI in education: Opportunities, challenges, and ethical considerations. Magna Scientia Advanced Research and Reviews. https://doi.org/10.30574/msarr.2024.10.2.0039
Daley, D., Van Der Oord, S., Ferrin, M., Danckaerts, M., Doepfner, M., Cortese, S., & Sonuga-Barke, E. J. S. (2014). Behavioral interventions in attention-deficit/hyperactivity disorder: A meta-analysis of randomized controlled trials across multiple outcome domains. In Journal of the American Academy of Child and Adolescent Psychiatry. https://doi.org/10.1016/j.jaac.2014.05.013
Fadia, F., Al Farisi, MZ, & Maulani, H. (2024). Identifying Pronunciation Errors of the Phoneme Qaf in Al-Qur'an Reading by Non-Native Speakers: A Spectrographic Analysis. Journal of Language and Literature, 12(2), 327. https://doi.org/10.24036/jbs.v12i2.129951
Faruqi, I. Al, & Faruqi, L. Al. (1989). The Cultural Atlas of Islam. Arab Law Quarterly. https://doi.org/10.2307/3381458
Kim, J., Lee, J., Park, J., Kim, H., & Yoo, I. (2022). The Impact of Physical Environment on the Cognitive Function of the Elderly: A Scoping Review of Cohort Studies. In Home Health Care Management and Practice. https://doi.org/10.1177/10848223211058826
Klatte, M., Bergström, K., & Lachmann, T. (2013). Does noise affect learning? A short review on noise effects on cognitive performance in children. In Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2013.00578
Li, W., Siniscalchi, S. M., Chen, N. F., & Lee, C. H. (2016). Improving non-native mispronunciation detection and enriching diagnostic feedback with DNN-based speech attribute modeling. ICASSP, IEEE International Conference on Acoustics, Speech and Signal Processing - Proceedings. https://doi.org/10.1109/ICASSP.2016.7472856
Mohamed, Y., Hoque, M., Ismail, THS Bin, Ibrahim, MH, Saad, NM, & Zaidi, NNM (2021). Relationship Between Phonology, Phonetics, and Tajweed: A Literature Review. https://doi.org/10.2991/assehr.k.210120.153
Mohamed, Y., Razak, Z.A., Haji, T., & Ismail, S. (2024). An Analysis of Hijaiyyah's Pronunciation Among New Learners. Ijaz Arabi Journal of Arabic Learning, 7(2). https://doi.org/10.18860 /ijazarabi. V7i2.27969
Ortega Torres, E., Sanjose, V., & Solaz, J. J. (2018). Sensorial Preferences of Learning of the Sciences of the Pupils of Secondary. INTED2018 Proceedings, 1(March), 893–898. https://doi.org/10.21125/inted.2018.1172
Putri, M., Indria, A., & Pasaleron, R. (2022). Improving Student's Skills in Reading the Al-Quran Through the Tahsin Program at the Islamic Boarding School. Ahlussunnah: Journal of Islamic Education. https://doi.org/10.58485/jie.v1i2.116
Rohr, C.S., Arora, A., Cho, IYK, Katlariwala, P., Dimond, D., Dewey, D., & Bray, S. (2018). Functional network integration and attention skills in young children. Developmental Cognitive Neuroscience. https://doi.org/10.1016/j.dcn.2018.03.007
Singh, H. P., & Alshammari, K. (2021). Impacts of Digital Technology-Enabled Personalized and Adaptive Learning on Student Learning Performance: A TOE Framework for Saudi Arabia. International Transaction Journal of Engineering, Management, & Applied Sciences & Technologies. https://doi.org/10.14456/ITJEMAST.2021.262
Sininger, Y.S., Grimes, A., & Christensen, E. (2010). Auditory development in early amplified children: Factors influencing auditory-based communication outcomes in children with hearing loss. Ear and Hearing. https://doi.org/10.1097/AUD.0b013e3181c8e7b6
Skarzynski, P.H., Wlodarczyk, A.W., Kochanek, K., Pilka, A., Jedrzejczak, W.W., Olszewski, L., Bruski, L., Niedzielski, A., & Skarzynski, H. (2015). Central auditory processing disorder (CAPD) tests in a school-age hearing screening program – analysis of 76,429 children. Annals of Agricultural and Environmental Medicine. https://doi.org/10.5604/12321966.1141375
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive Architecture and Instructional Design: 20 Years Later. In Educational Psychology Review. https://doi.org/10.1007/s10648-019-09465-5
Tokuhama-Espinosa, T. (2008). The scientifically substantive art of teaching: A study in the development of standards in the new academic field of neuroeducation (mind, brain, and education science). International Journal of the Arts in Society (June Number). Capella University.
Tomlin, D., Dillon, H., Sharma, M., & Rance, G. (2015). The Impact of Auditory Processing and Cognitive Abilities in Children. Ear and Hearing. https://doi.org/10.1097/AUD.0000000000000172
Vedechkina, M., & Borgonovi, F. (2021). A Review of Evidence on the Role of Digital Technology in Shaping Attention and Cognitive Control in Children. In Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.611155
Zulkifli, H., Rashid, SMM, Mohamed, S., Toran, H., Raus, N.M., & Suratman, MN (2022). Challenges and Elements Needed for Children with Learning Disabilities in Teaching and Learning the Quran. Children. https://doi.org/10.3390/children9101469
