Zakat for Higher Education Institutions: Promoting Academic Excellence for Muslim Students

Zakat for Higher Education Institutions: Promoting Academic Excellence for Muslim Students

Salimah Yahaya¹; Azarudin Awang²; Nazlin Emieza Ngah³; Mila Fursiana Salma Musfiroh⁴; Akmal Bashori⁵; Nabihah Muhammad⁶

^1,2,3,6Universiti Teknologi MARA (UiTM) Cawangan Terengganu, Malaysia

^4,5Universitas Sains Al-Qur’an (UNSIQ), Wonosobo, Indonesia

DOI: https://dx.doi.org/10.47772/IJRISS.2025.SPiKEM5

Received: 05 March 2025; Accepted: 13 March 2025; Published: 17 April 2025

ABSTRACT

Zakat institutions actively perform their role in helping asnaf fisabilillah by distributing zakat funds in the form of educational assistance. This assistance is distributed to ensure that this group receives educational opportunities and succeeds. Educational issues such as dropping out of school due to failure to pay tuition fees hinder the excellence of Muslims. As an Islamic country, Malaysia and Indonesia are no exception in distributing zakat funds through their respective higher education institutions. The question is, does zakat really motivate students to remain excellent in academics? Therefore, the purpose of this study was to identify and analyse the influence of zakat assistance on the academic achievement of students at Universiti Teknologi MARA Terengganu Branch (UiTMCT), Malaysia and Universitas Sains Al-Qur’an (UNSIQ), Indonesia. This study also formulated suggestions to strengthen zakat assistance at UiTMCT and UNSIQ. The quantitative research method was used for data collection by distributing questionnaires to 54 students at UiTMCT and UNSIQ. The findings were analysed using Statistical Package for Social Science (SPSS) software version 24. The t-test results found that there was a significant difference among the academic performance variables of UiTMCT and UNSIQ, with a p-value of less than 0.05. This proved that zakat funds have catalysed academic excellence, particularly among students at UNSIQ. The implication is that academic excellence benefits students and society in Malaysia and Indonesia when these students engage in the industry and contribute to their respective fields.

Keywords: Zakat, Higher Education Institutions, University Students, Academic Excellence, Asnaf Fisabilillah

INTRODUCTION

Zakat institutions play an essential role in helping asnaf group, particularly asnaf fisabilillah. Asnaf fisabilillah refers to university students who are struggling to complete their studies due to financial constraints. Issues that require serious attention often arise among this group. Among the issues identified is school dropout due to failure to pay school fees (Haznan, 2017). Zakat institutions have implemented various initiatives to offer zakat assistance for higher education. As reported by Jalil, Wahid and Ahmad (2017), the students’ perception level towards the zakat unit in higher education institutions (HEIs) was still low. It was also similar to the role of amil zakat in HEIs in distributing zakat. In addition, Hamzah et al. (2021) raised the difficulty of identifying how students use zakat assistance money.

It is essential to identify and analyse whether zakat assistance improves students’ academic performance and also formulate suggestions to strengthen zakat assistance at UiTM Terengganu Branch (UiTMCT) Malaysia and Universitas Sains Al-Qur’an (UNSIQ) Indonesia. Muslim populations dominate both countries. Thus, the operation of zakat institutions in these HEIs should be enhanced to accomplish zakat distribution. This study scrutinised the distribution of zakat to asnaf students at two universities in two countries, namely UiTMCT Malaysia and UNSIQ based in Central Java, Wonosobo, Indonesia.

UiTMCT is a university based on the East Coast of Peninsular Malaysia. It actively distributes zakat assistance, starting with the establishment of the Zakat and Endowment Unit (UZSW) on March 4, 2020 (UiTM Terengganu Branch, 2020). UNSIQ is a university that distributes zakat through the UNSIQ Zakat Collection Unit in collaboration with the National Zakat Agency (BAZNAS). A literature review was also conducted on previous studies and works that discussed zakat in Malaysia and Indonesia.

LITERATURE REVIEW

There are five themes developed in the literature review: i) zakat in Malaysian and Indonesian HEIs, ii) university students as asnaf fisabilillah, iii) students’ perceptions of zakat assistance, iv) issues and challenges of managing zakat assistance for students, and v) influence of zakat assistance on students’ academic performance.

Zakat at Malaysian and Indonesian Higher Education Institutions

Ab Rahman and Abu Bakar (2017) proposed the establishment of educational institutions that operate entirely using zakat funds. It recognises the importance of consistently distributing zakat funds to build a knowledge-literate society. The involvement of HEIs in zakat management is supported by Abdul Rahim and Wan Ab Rahaman (2017), which is more effective when involving academics.

In Indonesia, zakat also has the potential to improve the quality of education but requires more effective governance with cooperation between the government and zakat institutions (Nurullaily & Iqbal, 2024). Ironically, many comparative studies have been conducted between the development of zakat in Malaysia and Indonesia. Among them, Suprayitno (2017) considers zakat in Malaysia to be more advanced than in Indonesia because the zakat administration method in Malaysia is clearer and more structured. This is because Indonesia has not yet implemented tax credits and does not yet have national standards for calculating zakat as implemented in Malaysia (Nugraha et al., 2021). In terms of the implementation of zakat in Malaysia and Indonesia, there are also several significant differences. According to Aminuddin et al., (2020) in Malaysia, tax deductions are given if muzakki pay zakat, but it is different in Indonesia when zakat deductions are only given if zakat is deposited by muzakki through BAZNAS and LAZ only. A study by Suprayitno (2017) also studies the influence of zakat on economic growth and its impact on tax acceptance in Malaysia and Indonesia.

University Students as Asnaf Fisabilillah

Several research have examined the group of asnaf fisabilillah, including university students. For example, Hamzah et al. (2021) found that there are three main patterns in the use of zakat money by asnaf fisabilillah, namely for food and drink expenses, daily needs, and aiding family. In another study, Shaharin et al. (2021) also agreed that the number of students eligible to receive zakat is increasing due to the COVID-19 pandemic. When needy students receive zakat assistance, it could alleviate their academic burden and improve their concentration (Aziz et al., 2020).

Zakat has been proven to help asnaf fisabilillah in public universities, especially at the UiTM Kedah Branch (Ayub et al., 2022). Zakat has successfully met the needs of students for internet, smartphones, books, stationery, food and drink. However, several studies have suggested that the form of zakat assistance to asnaf fisabilillah students be diversified into several forms that are suitable for current needs. Mohd Aris, Mohamed @ Daud and Abas (2021) distributed zakat to asnaf in the form of wholesome food, which is essential for their daily necessities. Due to financial difficulties, a large number of university students eat unhealthful food on a daily basis.

Students’ Perceptions Towards Zakat Assistance

Several studies have also discussed students’ perceptions of the assistance they received from zakat. According to a study by Saud and Abd. Khafidz (2018), asnaf’s satisfaction level with the zakat distribution is influenced by how well the effectiveness of the application procedure. They also concurred that zakat had a significant impact on the asnaf’s quality of life. Additionally, zakat management helps raise students’ awareness of zakat and increases zakat collection, which enables more students to continue their education at a higher level (Abd Rahim et al., 2023).

Issues and Challenges in Managing Zakat Assistance to Students

Several studies have discussed issues and challenges in the management of zakat distribution. The complicated zakat application processes that need interviews and a thorough investigative process are among the difficulties that students encounter (Saud & Abd. Khafidz, 2018). In addition, a large number of students are not aware that zakat units exist, nor do they comprehend the purpose of the unit that has been established in their particular institutions (Abd Rahim et al., 2023). This challenge demonstrates that the zakat management’s information dissemination and promotion still have flaws.

Influence of Zakat Assistance on Students’ Academic Performance

The influence of zakat assistance on students’ academic performance was studied by Ahmad Mustaffa, Wahid, and Ahmad (2015). They contended that the localisation factor plays an essential role in managing zakat distribution to students, such as the strategic location of mosques to facilitate the zakat distribution process to asnaf students. Md Rosdi (2014) concurred that zakat assistance provided by the Baitulmal of the Islamic Religious Council of the Federal Territory (MAIWP) has improved students’ academic excellence in Public HEIs around Kuala Lumpur, Selangor and Negeri Sembilan.

A study in Indonesia conducted by Rohmawaty and Ima Mutammima (2018) found that only 45.6% of students’ academic performance at universities was influenced by zakat. Meanwhile, Nur Eviyati (2015) revealed that the results of students’ academic success are not entirely driven by zakat distribution. Family and environmental motivation also influence academic achievement, demonstrating the contribution of zakat to students’ academic achievement. Similarly, Wulandari (2017) also reported that zakat had a significant influence on students’ academic achievement. Thus, it is evidenced that zakat significantly impacts students’ academic performance at educational institutions in Indonesia.

Based on past studies, several issues and problems pertaining to the administration of zakat distribution require further investigation. However, there is not much discussion of how zakat influences students’ academic performance. Furthermore, a comparison of zakat distribution practices between the two universities ̶ UiTMCT and UNSIQ ̶ is also necessary.

METHODOLOGY

Research methodology describes the research design, population and sample, sampling technique, questionnaire design, and research procedures.

Research Design

Questionnaires were distributed to UiTMCT and UNSIQ students who received zakat assistance as part of the quantitative research used in this study. All research objectives were addressed through empirical research. Statistical Package for Social Science (SPSS) software version 24.0 was employed to analyse the results through descriptive and inferential statistics (t-test).

Population and Sample

In this study, the selected population consisted of UiTMCT and UNSIQ students who received zakat assistance. As a pilot study, only 54 students were selected as respondents.

Since both universities provide zakat assistance for needy students, UiTMCT and UNSIQ were chosen as the study locations. The fact that zakat is an Islamic financial instrument that must be paid to and given to Muslims and that the majority of students at both universities are Muslim also had an impact on this selection.

Sampling Technique

In this study, UiTMCT and UNSIQ students who received zakat were selected as respondents. Therefore, the purposive sampling technique was used as it is the easiest method to obtain information from a specific group (Sekaran, 2006).

Several factors also influenced the selection of these respondents. Apart from the agreement of understanding between UiTMCT and UNSIQ, this selection was also due to the performance of both universities, which are among the leading universities in both countries. Furthermore, UNSIQ and UiTMCT conduct zakat operations and distribute them to students in need of educational support. Thus, UiTMCT and UNSIQ were selected to investigate how zakat aid affects students’ academic achievement.

Questionnaire Design

In order to accomplish the goals of this study, both independent and dependent variables were examined. Academic achievement served as the dependent variable, and the study institution served as the independent variable. Table 4 provides the questions posed to the respondents.

Research Procedure

The flowchart of the procedures involved in this study, which began with a review of reference materials and documents, is depicted in Figure 1. Document review assisted in developing the conceptual framework. After that, the study sampling was designed. This led to the design of the questionnaire, which was then distributed to respondents (UiTMCT and UNSIQ students who received zakat assistance) in the pilot study. Before the actual field study was conducted, any inappropriate questions in the questionnaire were modified after the pilot study.

Research Procedures

Figure 1:

RESEARCH FINDINGS AND DISCUSSION

Descriptive statistics were used to determine the respondents’ profiles. The students’ demographic profile was divided into gender, age, educational institution, program level, zakat contributing agency, and current examination result. Table 1 shows the demographic profile of the students.

Respondent Background Information

Table 1: Respondent Background Information (N=54)

Source: Primary data (2024)

Based on Table 1, the number of respondents was 54, consisting of 13 males (24.1%) and 41 females (75.9%). The majority of respondents (51.9%) were in the 20-21 age group, followed by the 22-23 age group (25.9%), 18-19 age group (13.0%) and 24 and above age group (9.3%). A total of 29 students (53.7%) came from UiTMCT, while 25 students (46.3%) were from UNSIQ.

Furthermore, students admitted that they received the majority of their zakat assistance from the university zakat unit or division (51.9%), followed by state or provincial government religious councils (40.7%), and only a small number from individuals (7.4%). Only seven respondents (13.0%) had current GCPA of 2.50-2.99, while 23 respondents (42.6%) had CGPA of 3.00-3.49. The most significant number of students (24 people or 44.4%) had CGPA of 3.50-4.00.

Influence of Zakat Assistance on UiTMCT and UNSIQ Students

This section examines how students’ academic performance variable was considered. It addressed the first research objective: to identify the influence of zakat assistance on students’ academic achievement who received zakat assistance at UiTMCT and UNSIQ. The findings are explained based on the descriptive statistics through the percentage of scale, mean and mean average for items of each variable. The influence of zakat on asnaf students was assessed using 5-point Likert scale, as presented in Table 2.

Table 2: Likert Scale

Based on Table 2, scales 1 and 2 represented negative interpretations of asnaf students about zakat. Scale 3 represented uncertain interpretations, while scales 4 and 5 represented positive interpretations of zakat. The interpretations of the mean value of perception levels are shown in Table 3.

Table 3: Mean Value and Interpretation Perception

Source: Oxford Interpretation (1990)

Table 3 shows the relationship between the mean value and interpretation of the asnaf students’ perceptions towards zakat. The interpretation of perception followed the Oxford interpretation (1990). The interpretation of perception was at a low level for mean values of 1.00 to 2.49, while the interpretation of perception was at a moderate level for mean values of 2.5 to 3.49. The interpretation of high and good perceptions showed a mean value between 3.5 and 5.00.

For this study, Table 4 provides the respondents’ answers about the influence of zakat assistance on the academic achievement of students who received zakat assistance at UiTMCT and UNSIQ.

Table 4: Influence of Zakat Assistance on UiTMCT and UNSIQ Students’ Academic Performance

Source: Primary data (2024)

Based on Table 4, seven items of students’ academic performance were asked of respondents. Of the seven items, the item “zakat assistance has improved my academic achievement” showed the highest mean value of 4.20, which was considered mainly by respondents. The majority of students who received zakat assistance from UiTMCT and UNSIQ agreed that the zakat assistance could improve their academic achievement.

In addition, the item “I often receive awards for academic excellence” showed the lowest mean value of 3.07. It was found that the students’ academic achievements did not reach the level of the Dean’s award. The Dean’s award is given to university students who obtain a cumulative CGPA of 3.5 to 4.0 in the current semester.

However, the positive influence of zakat on respondents was indicated by the high mean scores for all items in the students’ academic performance variable, except for the items “I have received awards for my academic excellence (e.g., Dean’s award)” and “I often receive awards for academic excellence” which showed mean scores with moderate interpretation.

Differences in the Influence of Zakat Assistance Based on Educational Institutions

Analysis was conducted on the demographics (institutions of study) of zakat asnaf students and their influence on academic performance variables. This analysis used t-test to compare the mean values among the sample groups studied, as presented in Table 5. The t-test compared two groups, namely institutions of study (UiTMCT and UNSIQ). The results of this analysis addressed the second objective of this study, which was to analyse the influence of zakat assistance on the academic achievement of students who received zakat assistance at UiTMCT and UNSIQ.

Table 5: t-Test Analysis Based on Institutional Differences

Source: Primary data (2024)

Based on the comparison of the mean values between two different institutions in Table 5, UNSIQ has a higher mean in the academic performance variable. The academic performance of UNSIQ students was better than that of UiTMCT students, with an average mean value of 4.23 for UNSIQ and 3.47 for UiTMCT. This difference showed that UNSIQ asnaf students were more excellent in terms of academics due to the motivation obtained from the zakat institution. Students who receive zakat from UNSIQ must pass the minimum academic qualification requirements. This motivates asnaf students to maintain their excellence so that they are not excluded from receiving zakat assistance every semester.

The results of the t-test also found that there was a statistically significant difference between UNSIQ and UiTMCT in the academic performance variable. This was evidenced when the p-value was less than 0.05, with sig. (2tailed) 0.000 > 0.05. Thus, it concluded that UNSIQ students who received zakat assistance achieved more excellent academic performance compared to UiTMCT students. This was due to the fact that UNSIQ students who received zakat were bachelor’s degree students as opposed to diploma-level students at UiTMCT. Since they are more mature, bachelor’s degree students perform better academically than diploma students. In addition, bachelor’s degree students make decisions and manage their academics with greater maturity.

Apart from the maturity aspect, UNSIQ also provides zakat assistance only to students with excellent academic results, while UiTMCT does not set high requirements for its students’ academic performance. UiTMCT distributes zakat to students who are less financially capable. UNSIQ also provides motivational talks to students who receive zakat. As a result, student motivation elevates, and this allows them to continue receiving zakat assistance every semester.

Furthermore, the outstanding academic performance of UNSIQ students may be the result of their desire to achieve excellent academic results and maintain their eligibility for zakat assistance in the following semester. Every student who receives zakat assistance must maintain good academic qualifications each semester. Zakat assistance serves as a motivator for UNSIQ students to improve academically. Therefore, the motivation that students get from UNSIQ is higher than UiTMCT and this has played an important role in driving higher academic achievement among UNSIQ students.

Therefore, this finding further explains that zakat assistance has had a significant impact in helping students in terms of financial assistance. This financial assistance has influenced the academic excellence of students. Students’ academic achievements show an increase and improve after receiving zakat assistance because it motivates students, in addition to reducing the pressure due to high financial needs while students at university. These financial needs include high living costs as well as access to educational resources such as laptops, books, internet access, smartphones and so on.

Suggestion to Strengthen Students’ Academic Performance with Zakat Assistance

To address the third objective, suggestions were formulated to strengthen zakat assistance at UiTMCT and UNSIQ. These suggestions will be presented to both universities to increase their capacity to administrate and distribute zakat assistance for higher education.

Based on objectives 1 and 2, the academic performance of UNSIQ asnaf students was superior to that of UiTMCT students. It is suggested that the UiTMCT zakat management boosts students’ motivation by offering the necessary assistance in both monetary and non-monetary means. The non-monetary means include regular motivating talks, nutritious food, devices such as laptops, tablets, stationery or books. Providing such assistance can inspire them to achieve academic success. Zakat institutions should provide nutritious food (Mohd Aris, Mohamed @ Daud, & Abas, 2021), internet facilities, smartphones, books and stationery (Ayub et al., 2022).

Students’ motivation can also be driven by talks, tuition and continuous monitoring of academic achievement to ensure that students who receive zakat assistance do not drop out of school and continue to achieve excellent academic performance each semester. Bashori (2021) claimed that the UNSIQ zakat department also organises motivational talks. Among the programmes offered to students who receive zakat assistance include academic empowerment, constitutional management skills, and zakat webinars monitored by senior lecturers and BAZNAS Indonesia. As a result of these activities, the academic performance of UNSIQ students improved. Therefore, the UiTMCT zakat department ought to adopt the strategies used by UNSIQ.

There is a balance between mainstream and religious studies at the university, with the organisation of academic programs by the zakat department. Such programmes can effectively mould the personality of students according to Islamic teachings. Tuition and small-scale study groups should be established among less excellent asnaf students so that they do not drop out of course subjects.

Moreover, continuous monitoring is necessary to ensure that students receiving zakat assistance do not lose their academic momentum. Thus, the objective of this higher education zakat assistance is successfully attained, enabling students to receive the best education without being concerned about poverty.

As a final suggestion, UiTMCT and UNSIQ must strengthen their collaboration, improve their areas of weakness, and work together to find solutions to guarantee that zakat funds at these HEIs may advance education in their respective countries. This collaboration includes exchanging ideas and experiences in handling zakat assistance for higher education students.

CONCLUSION

From the t-test analysis results, there was a significant difference between the academic performance variables of UiTMCT and UNSIQ with p-value of less than 0.05. Academic excellence is catalyzed by zakat, especially for UNSIQ students. The impressive academic performance of UNSIQ students was the result of motivation and encouragement obtained from the requirements they had to meet. In the following semester, zakat assistance is extended to students with excellent academic performance. Therefore, zakat assistance has had a significant impact on the academic achievement of students, especially at UNSIQ. This zakat assistance has reduced financial pressure among students, which in turn allows students to study in a better environment without being burdened with financial problems while at university. When these students engage with the industry and contribute to their respective fields, academic excellence benefits both the students and society, whether in Malaysia or Indonesia.

In conclusion, UiTMCT and UNSIQ have played a proactive role in ensuring that needy students receive appropriate assistance. Students can complete their studies, and the dropout issue can be mitigated. They may become critical assets to this country in the future. To create more significant opportunities for citizens to pursue higher education, UiTMCT and UNSIQ must strengthen their collaboration and contribute to financial assistance, allowing students to complete their studies. Ultimately, financial constraints will not be a barrier for underprivileged students to obtain an education and subsequently succeed in the future.

ACKNOWLEDGMENT

Acknowledgment: The  authors  would  like  to  express  their appreciation  to  Universiti  Teknologi  MARA Terengganu Branch (UiTMCT), Malaysia, and Universitas Sains Al-Quran (UNSIQ), Indonesia, for funding this matching grant, with file reference number 100-TNCPI/INT 16/6/2 (067/2023).

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