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The method of talaqqi and musyafahah has been implemented in Quranic education since the time of The Prophet PBUH until today. Currently, the development of multimedia technology has changed the traditional Quranic teaching and learning method by innovating the diversity of new techniques and approaches. An innovation in Quranic education produced a positive achievement in solving Quran illiteracy, restricted time allocation, and limited methods issues. Therefore, the gamification method in teaching and learning al-Quran is applied due to its time management flexibility and user-friendly. It is a new method in Quranic education and is able to attract Gen Z who like to try new things. The objectives of this study are to study students’ perception of the “Gamification Tahfiz Global” product that was implemented in a classroom and to identify their thought on the usage of this product applied in the subject of Muraja’ah al-Quran. The methodology of this study is a descriptive study using a quantitative survey question. It was later supported by a qualitative analysis extracted from Syafawi al-Quran test results among year One students from the Bachelor of Qiraat Studies, USIM. This study was analysed descriptively based on the frequency and percentage involving 32 respondents by using purposive sampling. The result of the study shows that students’ perceptions of “Tahfiz Global Gamification” product and the use of this product in the subject of Muraja’ah al-Quran are at a good stage. In conclusion, gamification in the learning of the Quran is an interactive form of education in empowering the dignity of the Quran as Allah’s guidance that meets the needs of the education curriculum, and our obligatory acts (fardhu ain) that must be performed by each Muslim.Abstrak Pendidikan al-Quran sangat sinonim dengan kaedah pelaksanaannya secara talaqqi dan musyafahah sejak zaman Rasulullah SAW sehingga kini. Namun corak pendidikan turut berkembang dan berubah mengikut arus perkembangan teknologi multimedia dengan menginovasikan kepelbagaian kaedah dan teknik pengajaran dan pembelajaran al-Quran. Fenomena inovasi dalam pendidikan al-Quran memberi kesan positif dalam menangani isu buta huruf dalam al-Quran serta menyelesaikan isu-isu pembelajaran seperti peruntukan masa dan kaedah yang terhad. Lantaran itu, kaedah gamifikasi dalam pembelajaran al-Quran sangat mesra pengguna dengan masa yang lebih fleksible. Walaupun kaedah gamifikasi ini adalah sesuatu yang agak baharu dalam pendidikan al-Quran, namun ia merupakan salah satu bentuk yang lebih kreatif dan inovatif dalam mempengaruhi golongan gen Z yang sangat suka kepada sesuatu baharu. Objektif kajian ini untuk mengenal pasti persepsi pelajar terhadap produk Gamifikasi Tahfiz Global yang dilaksanakan dalam kelas dan meninjau persepsi pelajar terhadap penggunaan Gamifikasi Tahfiz Global dalam kelas dari aspek objektif dan kesannya terhadap subjek Muraja’ah al-Quran dalam pengajaran dan pembelajaran subjek muraja’ah al-Quran. Metodologi kajian berbentuk kajian deskriptif dengan menggunakan pendekatan kuantitatif iaitu pengedaran set soal selidik dan disokong dengann kualitatif melalui analisis dokumen keputusan ujian Syafawi al-Quran dalam kalangan pelajar tahun 1, program Ijazah Sarjana Muda Pengajian Qiraat, USIM. Kajian ini dianalisis secara deskriptif melalui kekerapan dan peratusan melibatkan 32 orang responden dengan menggunakan persampelan bertujuan. Hasil kajian menunjukkan persepsi pelajar terhadap produk Gamifikasi Tahfiz Global dan penggunaan produk ini dalam subjek Muraja’ah al-Quran berada pada tahap yang baik. Kesimpulannya gamifikasi dalam pembelajaran al-Quran merupakan antara bentuk pendidikan yang lebih interaktif dalam memartabatkan al-Quran sebagai kitab Allah yang menjadi panduan dan bimbingan dalam kehidupan mukmin yang kamil bukan sekadar memenuhi keperluan kurikulum tetapi sebagai tuntutan fardu ain.

Resistant starch (RS) is the sum of starch that escape upper gastrointestinal digestion and can be fermented by colonic microorganisms to produce beneficial metabolites such as short chain fatty acids (SCFA). Resistant starch can be a potential prebiotic, a non-digestible food ingredient that selectively stimulate the growth and/or activity of gut microorganisms, thus promoting the host health. The main focus of this study is to produce resistant starch type III from native sago starch. The resistant starch was produced via retrogradation process and with the aid of pullulanase enzyme. The quantification of total resistant starch content was determined based on the method approved by AOAC 2002.02 and AACC 38-40.01. From this study, it showed that there are no significant different between the resistant starch content of native and modified sago starches (RS type III).

The "ilmu al waqf wal ibtida" has received great attention from Muslim scholars - past and present - so they have written many works on different approaches to it. Some of them wrote and took care of the ahkam or rules of the waqf and ibtida with the head and middle verses of the Qur’an separately. And some of them made it a chapter for their books, and explained the rules of waqf and ibtida and their types, with examples of each of those rules and types. Those who reflect on these books find out that they were not agreed on the same terms in the waqf and ibtida and commencement, but for each writer have terms that he reliable. may be The terminology is the same but the purposes are different, while others may reflect this. These various terms may lead to confusion in understanding the ahkam of waqf and ibtida for the verse, especially for the initiators of these books, so they mistook the ahkm of waqf and ibtida for the verses. This study attempted to raise this terminological complexity between these books, by describing what is meant by each of the terms waqf and ibtida used in books of waqf and ibtida, and then compare and measure them on the scale of the divisions of the majority of scholars of this field. In order to achieve these goals, the study chose some of the basic sources in this field, namely "idahul waqf wal ibtida" by Anbari, and al katu wa al iitinaf by nuhas, and Manar Al Huda fi bayan al waqf wa al- ibtida by al-Ashmuni to serve as a model for this study. One of the important results of this study is that some of these terms are agreed in both terms and purposes together, just as others are agreed in terms, but its purposes are different. The study also discovered that some of these terms are intertwined with each other.