INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1817
www.rsisinternational.org
Content Analysis of Zakat Education on the Official Websites of Zakat
Institutions in Malaysia
Assoc. Prof. Dr. Azri Bin Bhari
1
*, Nik Airin Aqmar Binti Nik Azhar
2
, Assoc. Prof. Dr. Mohd Ashrof Zaki
Bin Yaakob
3
, Dr. Mohd Faiz Mohamed Bin Yusof
4
, Dr. Mohd Yusra Bin Abdullah
5
, Mr. Mohammad
Mahyuddin Bin Khalid
6
, Dr. Nurulaina Saidin
7
, Intan Nurrachmi
8
, Suhaimi bin Yusoff
9
1,2,3,4,5,6,7
Academy of Contemporary Islamic Studies (ACIS), Universiti Teknologi MARA (UiTM),
Malaysia
8
Faculty of Sharia, Sharia Economic Law, Islamic University of Bandung
9
Majlis Agama Islam dan ‘Adat Melayu Perak (MAIPk)
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100145
Received: 12 November 2025; Accepted: 18 November 2025; Published: 03 December 2025
ABSTRACT
Zakat education serves as a key component in strengthening the understanding, awareness, and appreciation of
Muslims toward the obligation of zakat. This study aims to analyse the terminology used in the implementation
of zakat education and to examine the educational content published by zakat institutions in Malaysia through
their official websites for public dissemination. The study employs a qualitative content analysis method on 15
official websites of state and federal zakat institutions in Malaysia to identify the types of content and the
terminologies used in presenting zakat education to the public. The analysis reveals a variety of terms used to
refer to zakat education, such as dawah (religious propagation), promotion, campaign, and education.
Furthermore, there are variations in the depth of zakat educational content across institutions; however, all share
a common objective—to enhance public understanding and foster compliance with zakat obligations. The study
recommends the establishment of a National Zakat Education Plan that integrates dawah approaches, strategic
communication, and digital technology to improve zakat literacy among the public.
Keywords: zakat education, zakat content, zakat institutions in Malaysia
THE CONCEPT OF EDUCATION AND THE IMPORTANCE OF ZAKAT EDUCATION
Education forms the essential foundation for shaping a balanced individual in terms of spiritual, physical, and
intellectual development. Its goal is to produce individuals who possess strong faith (aqidah), knowledge, good
character, and skills to build themselves and society in accordance with the pleasure of Allah SWT. According
to Hasan Langgulung (1986), education is a human effort to preserve the continuity of life as both an individual
and a member of society.
The National Philosophy of Education (FPK) describes an integrated and holistic educational approach
encompassing intellectual, moral, and social dimensions. Intellectual education guides individuals toward a life
of well-being based on divine revelation; moral education shapes identity and humanity’s value system; while
social education ensures the quality and sustainability of human life (Zuraidah Othman & Hajah Aizan Ali,
2014).
The concept of Islamic education emphasizes the balance between knowledge, faith, and practice (‘ilm, iman,
amal). Education is not merely the transfer of knowledge, but also involves the formation of faith, thinking, and
morality aimed at producing the insan kamil (complete individual). This goal is anchored in the tawhidic
worldview that places Allah SWT as the ultimate purpose of all educational efforts. Hence, zakat education, as
part of Islamic education, plays a crucial role in strengthening the spiritual, social, and economic consciousness
of the ummah through understanding the wisdom and responsibilities associated with zakat.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1818
www.rsisinternational.org
Furthermore, the emergence of the Fourth Industrial Revolution (Industry 4.0) has introduced major challenges
to the field of education. This revolution marks a shift from steam, electricity, and computer-based technologies
to intelligent automation systems rooted in cyber-physical technology (Utusan Melayu, 2018). Industry 4.0
introduces various innovations such as automation, the Internet of Things (IoT), big data analytics, systems
integration, robotics, and cloud technology—all of which are transforming the global development landscape.
These transformations pose challenges to human roles as human capital, as automation reduces the demand for
direct labour. This raises questions about the relevance of education in producing societies that can adapt to the
demands of emerging technologies (Kosmo, 2018). Consequently, zakat institutions must also adapt their
educational approaches to ensure that human capital development remains relevant in the digital and automated
era.
With the advancement of digital technology, zakat institutions in Malaysia are now utilizing official websites,
social media platforms, and mobile applications as primary media for zakat education dissemination. The role
of zakat education should thus be viewed as part of Islamic dawah and financial literacy initiatives that cultivate
social awareness and communal responsibility among Muslims.
The educational aspect of zakat serves as the backbone of effective zakat management. According to Muhsin
Nor Paizin (2013) and the Federal Territory Zakat Collection Centre (Pusat Pungutan Zakat MAIWP, 2025),
understanding zakat is a prerequisite for Muslims’ compliance with this religious obligation.
Zakat education encompasses the process of imparting knowledge, values, and awareness regarding the
obligation of zakat in Islam. Its main objective is to establish correct understanding so that Muslims fulfil zakat
sincerely, lawfully, and effectively as part of community development.
According to al-Qaradawi (2006) and Mohd Ashrof Zaki Yaakob et al. (2025), zakat not only purifies wealth but
also purifies the soul from greed and materialism. The importance of zakat education includes correcting public
misconceptions about zakat laws and conditions, enhancing compliance among Muslims—still relatively low in
some segments—linking zakat to the socio-economic development of the ummah through the concept of
productive distribution, and serving as a dawah medium to reinforce the Islamic concept of social responsibility.
Therefore, the implementation of zakat in Malaysia extends beyond collection and distribution; it also
encompasses the responsibility of education and dawah to cultivate societal understanding and adherence to this
divine obligation.
LITERATURE REVIEW
The study by al-Qaradawi (2006) and Mohd Ashrof Zaki Yaakob et al. (2025) emphasizes that zakat is not merely
a financial obligation but also a mechanism for spiritual education and the development of a just society. The
educational element of zakat involves the transmission of knowledge, values, and awareness so that Muslims
understand zakat as an instrument of wealth purification and social solidarity.
Meanwhile, Juliana Nasution et al. (2023) found that most state zakat institutions employ dawah-oriented and
strategic communication approaches in conveying zakat messages, including thematic campaigns and seasonal
promotional activities. However, the study notes limitations in message coordination and technological
integration across institutions.
Furthermore, Norafzan Awang et al. (2020) revealed that zakat literacy among Malaysians remains relatively
low, particularly in the categories of business zakat and zakat on shares. The main contributing factors include a
lack of deep understanding of zakat concepts and evidence, as well as shortcomings in delivering zakat messages
interactively.
A study by Fadhila Khairani et al. (2021) on the official websites of zakat institutions found that most content is
informative and linear, lacking interactive or reflective learning elements. Therefore, there is a pressing need to
enhance the educational dimension of zakat through multimedia materials, infographics, and e-learning
platforms to improve engagement and comprehension among the public.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1819
www.rsisinternational.org
RESEARCH METHODOLOGY
This study adopts a qualitative content analysis approach focusing on the official websites of 14 state zakat
institutions in Malaysia and the JAWHAR (Department of Waqf, Zakat and Hajj) portal.
Data were collected through content observation, which involved examining two main categories of zakat
education, the terminologies used to represent educational initiatives; and the educational materials and content
uploaded to the websites.
Data analysis was conducted using the thematic analysis method to identify patterns, recurring themes, and
variations among institutions in their delivery of zakat education.
THEORETICAL FRAMEWORK
The conceptual framework integrates three key theories are the Islamic Dawah Communication Theory, the
Zakat Literacy Framework, and the Social Learning Theory to explain how zakat institutions function as
educators in disseminating zakat messages effectively, interactively, and strategically.
Islamic Dawah Communication Theory (Abdul Karim Zaidan, 2001) This theory outlines the principles of
tabligh (propagation), ta‘lim (education), and tazkirah (reminder), highlighting the role of zakat institutions as
da‘i (preachers) through digital media channels.
Zakat Literacy Framework (Herdian Kertayasa, 2024)
This framework emphasizes three dimensions of literacy:
1. Knowledge — understanding the definitions, rulings, pillars, and conditions of zakat.
2. Comprehension — recognizing types of zakat, eligible recipients (asnaf), and the wisdom (hikmah) behind
zakat.
3. Application — practicing zakat payment and nurturing social awareness.
Social Learning Theory (Albert Bandura, 1977) This theory explains that learning occurs through observation,
imitation, and reinforcement, especially via visual and interactive models such as videos, testimonials, and
practical examples that encourage behavioural change.
In this framework, Islamic dawah communication provides the normative foundation, zakat literacy structures
the knowledge content, and social learning establishes the visual and motivational strategies. The integration of
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1820
www.rsisinternational.org
these three theoretical perspectives forms a comprehensive digital zakat education system, enhancing
understanding, awareness, and compliance among Muslims toward the obligation of zakat.
Analysis of the Diversity of Zakat Education Terminologies Used by Zakat Institutions in Malaysia
The analysis reveals that zakat institutions in Malaysia employ a variety of terminologies to describe the
continuous implementation of zakat education programs. Among the commonly used terms are zakat dawah,
zakat promotion, zakat campaign, and zakat education. This diversity of terms reflects the distinctive
communication styles and delivery strategies adopted by each institution in educating the public about the
obligation and social significance of zakat.
The term “zakat dawah” generally emphasizes the spiritual and devotional dimension of zakat. It focuses on
conveying the message of zakat through religious approaches that highlight its wisdom (hikmah), rewards, and
spiritual value. This approach aligns closely with the traditional role of the amil (zakat officer) as a preacher who
guides the community to understand zakat as an act of worship that purifies both the soul and wealth.
In contrast, the term “zakat promotion” reflects a more modern approach rooted in social marketing and strategic
communication. Zakat promotion aims to enhance public awareness and influence attitudes toward zakat
payment through visual campaigns, slogans, and mass media utilization. This strategy emphasizes wide reach
and message appeal, focusing on attracting potential zakat payers through persuasive and accessible
communication channels.
Meanwhile, the term “zakat campaign” is often associated with seasonal programs conducted within specific
periods, typically during Ramadan or at the end of the year. Such campaigns are usually carried out under special
themes or slogans that encourage Muslims to fulfil their zakat obligations during peak collection periods. This
campaign-based approach helps direct public attention toward immediate action, resulting in short-term
increases in zakat collection rates.
The term “zakat education”, on the other hand, represents a more comprehensive and structured approach
encompassing seminars, workshops, academic discourses, and community programs. Zakat education focuses
on long-term literacy development and deep understanding of the jurisprudence (fiqh), wisdom, and social role
of zakat in the development of the ummah. This approach is academic and systematic, consistent with the role
of zakat institutions as knowledge-based dawah agencies.
Overall, this diversity of terminologies reflects the plurality of zakat education strategies practiced by zakat
institutions in Malaysia. Although differing in terminology and method, all share a common goal—to strengthen
understanding, raise awareness, and foster compliance among Muslims regarding their zakat obligation. This
variation also demonstrates the adaptability of zakat institutions in aligning their communication strategies with
societal needs, technological developments, and diverse target audiences.
Table 1: Official Website Links Referenced for Zakat Education Content Analysis
No.
State
Zakat Institution
Zakat Education Content Link
1
Persekutuan
Jabatan Wakaf, Zakat dan Haji (JAWHAR)
https://www.jawhar.gov.my/
2
Wilayah
Persekutuan
Majlis Agama Islam Wilayah Persekutuan
(MAIWP)
https://www.zakat.com.my/
3
Selangor
Lembaga Zakat Selangor
https://www.zakatselangor.com.my/
4
Johor
Majlis Agama Islam Negeri Johor
https://www.maij.gov.my/#
5
Melaka
Pusat Zakat Melaka
https://www.izakat.com/ui.php
6
Negeri
Sembilan
Majlis Agama Islam Negeri Sembilan
https://www.mains.gov.my/online/
7
Perak
Majlis Agama Islam dan Adat Melayu Perak
https://www.maiamp.gov.my/
8
Kedah
Lembaga Zakat Negeri Kedah
https://www.zakatkedah.com.my/
9
Pulau Pinang
Pusat Urus Zakat, Majlis Agama Islam Negeri
Pulau Pinang
https://zakat.mainpp.gov.my/
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1821
www.rsisinternational.org
10
Perlis
Majlis Agama Islam dan Adat Istiadat Melayu
Perlis
https://www.maips.gov.my/
11
Pahang
Pusat Kutipan Zakat, Majlis Agama Islam dan
Adat Resam Melayu Pahang
https://zakatpahang.my/
12
Kelantan
Majlis Agama Islam dan Adat Istiadat Melayu
Kelantan
https://www.e-maik.my/v2/
13
Terengganu
Majlis Agama Islam Dan Adat Melayu
Terengganu
https://www.maidam.gov.my/
14
Sabah
Majlis Agama Islam Sabah
https://appszakat.sabah.gov.my/index.php
15
Sarawak
Tabung Baitulmal Sarawak, Majlis Islam
Sarawak
https://www.tbs.org.my/www/
Analysis of Zakat Education Content on the Official Websites of Zakat Institutions in Malaysia
This study found that nearly all state zakat institutions in Malaysia provide zakat education content on their
respective official websites. Such content serves as an important medium for disseminating knowledge and
understanding to the public regarding the obligation of zakat and the wisdom (hikmah) behind its
implementation.
In general, the zakat education materials presented can be categorized into several main components, as
summarized in Table 2 below.
Table 2: Main Components of Zakat Education Content on Official Websites of Zakat Institutions in Malaysia
No.
Topic
Content Description
1
Legal Basis and Evidence of Zakat
Explains the obligation of zakat based on the Qur’an and
Hadith.
2
Definition and Concept of Zakat
Describes the meaning, objectives, and wisdom (hikmah) of
zakat.
3
History and Wisdom of Zakat
Introduces the practice of zakat since the time of Prophet
Muhammad (PBUH).
4
Pillars and Conditions of Zakat
Details the fiqh aspects related to the validity and requirements
of zakat.
5
Types of Zakat
Covers zakat on wealth, business, gold, agriculture, and
income.
6
Zakat Recipients (Asnaf)
Clarifies the eight categories of zakat recipients as stated in
Surah al-Taubah (9:60).
7
Methods of Calculation and Payment
Includes interactive zakat calculators and online payment tools.
8
Testimonials and Distribution Reports
Showcases the social impact of zakat distribution to the
community.
9
Zakat Laws and Enactments
Explains the legal enforcement of zakat in each state.
10
Zakat Fatwas
Presents contemporary legal opinions (fatwas) related to zakat
issues.
11
Legal Q&A (Frequently Asked
Questions)
Provides clarification on common legal and practical issues
related to zakat.
This categorization illustrates how zakat education content on institutional websites integrates religious
knowledge, legal understanding, and digital interactivity to promote awareness, literacy, and compliance among
Muslims in Malaysia.
The analysis of zakat education content reveals several significant findings that can be categorized into three
main dimensions: content strengths, content weaknesses, and opportunities for enhancement.
Strengths of the content. Most zakat institution websites present clear, well-organized, and easily understandable
information. The content is systematically structured, enabling users to grasp the fundamental concepts of zakat
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1822
www.rsisinternational.org
efficiently. Additionally, the presence of user-friendly design and interactive features, such as zakat calculators,
greatly facilitates accurate and quick calculations.
This approach not only enhances public accessibility to zakat information but also encourages effective zakat
compliance and promotes higher zakat literacy among Muslims. By integrating educational content with
practical tools, zakat institutions have successfully positioned their websites as digital learning hubs that combine
knowledge dissemination and social responsibility.
Weaknesses of the content. However, the analysis also identifies several limitations that warrant attention. Some
websites lack reflective and spiritual engagement elements that could enrich the learning experience.
Inspirational content such as stories of generosity, dawah videos, and multimedia-based learning materials
remain underutilized.
This shortcoming results in zakat education content that is overly linear and text-oriented, offering limited
emotional and spiritual resonance. These limitations may stem from internal challenges faced by zakat
institutions, such as budget constraints for digital content production, a lack of specialized talent in creative
digital media, or bureaucratic hurdles in approving dynamic content. Addressing these operational barriers is
crucial for institutions to transition from static information providers to engaging digital educators.
Consequently, users—especially younger audiences—may find the material less engaging or meaningful, which
can hinder the internalization of zakat values as part of their faith and social consciousness.
Opportunities for improvement. There are substantial opportunities for enhancing zakat education through the
development of a dynamic and interactive e-learning zakat platform. Such a platform could integrate multimedia
elements—video tutorials, self-paced learning modules, zakat literacy quizzes, and virtual reward systems—to
enrich pedagogical approaches and make learning more engaging.
This innovation has the potential to transform zakat education into an interactive digital experience, aligned with
the expectations of modern, tech-savvy communities. Moreover, this initiative would reinforce the mission of
zakat institutions as centres of dawah and Islamic education, serving not merely as administrative bodies but as
active agents in nurturing spiritual awareness, moral responsibility, and holistic understanding of zakat based on
the principles of Maqasid al-Shariah.
It is important to acknowledge that this study focuses exclusively on digital content dissemination through
official websites. Consequently, it does not encompass traditional face-to-face zakat education methods, such as
tazkirah in mosques, community outreach programs, or physical service counters, which remain significant
channels for specific demographics. Future research should aim to bridge this gap by conducting comparative
studies between digital and physical zakat education strategies to provide a more holistic view of the ecosystem.
In summary, while zakat institutions in Malaysia have made significant strides in digitalizing educational
content, greater emphasis on interactivity, reflection, and spiritual depth is necessary to ensure that zakat
education continues to inspire, transform, and elevate the consciousness of the ummah in fulfilling this divine
obligation.
CONCLUSION
Zakat education serves as a vital instrument in shaping public understanding, awareness, and compliance with
the obligation of zakat. The analysis of zakat institutions’ official websites in Malaysia indicates that educational
efforts have indeed been implemented through various approaches. However, these initiatives still largely focus
on the legalistic and jurisprudential (fiqh) dimensions of zakat. Although the inclusion of text-based content,
infographics, and videos has expanded public access to zakat knowledge, the dimensions of values, wisdom
(hikmah), and social reflection have yet to be fully integrated.
Zakat institutions should not only function as collectors and distributors of zakat but also as educators of the
ummah, nurturing understanding of the underlying wisdom, values, and philosophy of zakat. This role must be
advanced through strategic dawah approaches, structured digital communication, and interactive learning
materials that can engage and educate the younger generation of Muslims. Effective zakat education must be
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1823
www.rsisinternational.org
integrative, combining intellectual, spiritual, and social elements within a learning system grounded in Islamic
values.
To enhance the effectiveness of zakat education in Malaysia, several strategic recommendations are proposed:
First, establishment of a National Zakat Education Master Plan (PIPZN). JAWHAR, as the coordinating
authority, should collaborate with all state zakat institutions to standardize the content, terminology, and
approaches of zakat education nationwide, ensuring consistency and coherence across institutions. This master
plan must also incorporate a structured feedback loop involving both the public and zakat institutions. This
ensures that the standardized content remains relevant, addresses actual public misconceptions, and adapts to the
evolving questions and needs of the community.
Second, development of an e-Zakat Learning Hub. The creation of an interactive digital education platform
offering modules on zakat jurisprudence, educational videos, literacy quizzes, and micro-credential certification
would facilitate self-paced learning aligned with the Islamic concept of lifelong learning.
Third, integration of Maqasid al-Shariah Values. Zakat education content should reflect the values of hifz al-din
(protection of faith), hifz al-mal (protection of wealth), and hifz al-nafs (protection of life) in every module. This
ensures that zakat education transcends legal discussion to become a catalyst for human development and social
well-being.
Fourth, enhancement of Amil Competency as Educators and Dawah Agents. Continuous training in digital dawah
communication, Islamic pedagogy, and media literacy should be provided to zakat officers, enabling them to
deliver knowledge effectively, ethically, and engagingly.
Fifth, monitoring and Evaluation of Zakat Education Impact through Audience Engagement. The
implementation of a National Zakat Literacy Index (ILZN) is essential to measure levels of knowledge,
understanding, and practice among the public. To ensure the effectiveness of educational campaigns, zakat
institutions should conduct periodic surveys, focus group discussions (FGDs), and public polls. These feedback
mechanisms will help institutions assess whether the terminology and content used are truly understood by the
target audience, allowing for data-driven adjustments to their communication strategies.
In conclusion, zakat education must be viewed as a strategic agenda for holistic ummah development, rather
than a secondary function of zakat institutions. An integrated approach that unites dawah communication, zakat
literacy, and social learning can cultivate a knowledgeable, ethical, and socially responsible Muslim community
that upholds Islamic economic justice. When zakat education is systematically implemented and grounded in the
principles of Maqasid al-Shariah, it not only increases zakat compliance rates but also strengthens the welfare
of the ummah and contributes to the advancement of Islamic civilization in Malaysia.
REFERENCES
1. Al-Qaraḍawi, Yusuf (2006), Fiqh al-Zakah Dirasah Muqaranah li Ahkamiha wa falsafatiha fi Daw’
al-Qur’an wa al-Sunnah. Vol. 2, 25th ed. Qāhirah: Maktabah Wahbah.
2. Abdul Karim Zaidan (2001), Usul Dakwah, Muassasah al-Risalah
3. Albert Bandura (1977) Social Learning Theory, Prentice-Hall International, Englewood Cliffs, NJ
4. Fadhila Khairani, Ika Wulandari Utami Ningtias, Frida Destini (2021), Analisis Kebutuhan Multimedia
Interaktif Perkuliahan E-Learning pada Mata Kuliah Landasan Kependidikan, Jurnal Basicedu,
DOI:10.31004/BASICEDU.V5I6.1582 ·
5. Hasan Langgulung (1986), Pengenalan Tamadun Islam Dalam Pendidikan. Kuala Lumpur: Dewan Bahasa
dan Pustaka, h. viii.
6. Herdian Kertayasa (2024) Penguatan Literasi Zakat dan Implementasinya dalam Meningkatkan
Kepedulian Mahasiswa UBP Karawang. ABDIMAS Iqtishadia.
7. Juliana Nasution, Nurhayati, Marliyah (2023), Campaigning Zakat on Social Media: The Role of Message
Strategies in the Decision to Pay Zakat, Jurnal ASPIKOM, Vol. 8. No. 1. 2023., pp. 53-66, P-ISSN: 2087-
0442, E-ISSN: 2548-8309, DOI:http://dx.doi.org/10.24329/aspikom.v8i1.1258
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Page 1824
www.rsisinternational.org
8. Kosmo.(http://ww1.kosmo.com.my/kosmo/content.asp?y=2017&dt=0830&pub=Kosmo&sec=Rencana_
Utama&pg=ru_02.htm) 21 Julai 2018 22.00pm
9. Mohd Ashrof Zaki Yaakob, Nurulaina Saidin*, Azri Bhari, Mohammad Mahyuddin Khalid, Mohd Faiz
Mohamed Yusof, Mohd Yusra Abdullah (2025), Aligning Zakat, Sadaqah and Waqf with the Sustainable
Development Goals (SDGs): The Role of ZAWAF UiTM, International Journal of Research and
Innovation in Social Science (IJRISS), 9(08), 6873-
6879.https://dx.doi.org/10.47772/IJRISS.2025.908000566
10. Muhsin Nor Paizin (2013), Perlaksanaan Zakat di Wilayah Persekutuan: Satu Pemerhatian Terhadap
Operasi Kutipan & Agihan Zakat, Jurnal Hadhari 6 (2) (2013) 97-111.
https://www.ukm.my/jhadhari/makalah/V6n22014/6.2.g.pdf
11. Norafzan Awang, Mohd Rizal Abu Bakar, Wan Syukry Wan Drani, Zahri Hamat (2020), Taksiran Zakat di
Malaysia: Isu dan Cadangan Solusi, Jurnal Studi Manajemen dan Bisnis, Vol. 6 (1) 2019: 43-50.
12. Pusat Pungutan Zakat MAIWP (2025), https://www.zakat.com.my/info-korporat/maklumat-
korporat/objektif/ (7 November 2025)
13. UtusanMelayu(M)Bhd(http://www.utusan.com.my/rencana/utama/celik-industri-4-0-
1.524994#ixzz58pf2YVPy)21 Julai 2018 21.55pm
14. Zuraidah Othman & Hajah Aizan Ali. 2014. Pendidikan Integratif dalam Islam: Kesepaduan Iman, Ilmu
dan Amal, Jurnal al-Muqaddimah. Bil 2 (2) 2014, ms.21-45. Kuala Lumpur: Universiti Malaysia.
15. LAMAN SESAWANG
16. Jabatan Wakaf, Zakat dan Haji (JAWHAR), https://www.jawhar.gov.my/
17. Lembaga Zakat Selangor, https://www.zakatselangor.com.my/
18. Lembaga Zakat Negeri Kedah, https://www.zakatkedah.com.my/
19. Majlis Agama Islam Wilayah Persekutuan (MAIWP), https://www.zakat.com.my/
20. Majlis Agama Islam Negeri Johor, https://www.maij.gov.my/#
21. Majlis Agama Islam Negeri Sembilan, https://www.mains.gov.my/online/
22. Majlis Agama Islam dan Adat Istiadat Melayu Perlis, https://www.maips.gov.my/
23. Majlis Agama Islam dan Adat Melayu Perak, https://www.maiamp.gov.my/
24. Majlis Agama Islam dan Adat Istiadat Melayu Kelantan, https://www.e-maik.my/v2/
25. Majlis Agama Islam Dan Adat Melayu Terengganu, https://www.maidam.gov.my/
26. Majlis Agama Islam Sabah, https://appszakat.sabah.gov.my/index.php
27. Pusat Zakat Melaka, https://www.izakat.com/ui.php
28. Pusat Urus Zakat, Majlis Agama Islam Negeri Pulau Pinang, https://zakat.mainpp.gov.my/
29. Pusat Kutipan Zakat, Majlis Agama Islam dan Adat Resam Melayu Pahang, https://zakatpahang.my/
30. Tabung Baitulmal Sarawak, Majlis Islam Sarawak, https://www.tbs.org.my/www/
