INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXX December 2025 | Special Issue
Page 72
www.rsisinternational.org
Challenges Faced by the Asnaf Community in Understanding the
Importance of Education in Chemor, Perak
Anas Rohimi
1
, Nor Zahidah Ahmad
2*
,
Aman Daima Md. Zain
3
Faculty of Islamic Contemporary Studies, Universiti Sultan Zainal Abidin, Malaysia
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.930000010
Received: 10 December 2025; Accepted: 16 December 2025; Published: 24 December 2025
ABSTRACT
This study aims to examine the challenges faced by the asnaf community in Chemor, Perak in understanding the
importance of education, as well as the factors that influence their level of awareness regarding educational
opportunities. Adopting a mixed-methods approach, data was collected through semi-structured interviews
involving two teachers and five students, complemented by classroom observations to gain deeper insights into
the challenges encountered and potential solutions. The findings reveal that the primary challenges include
economic constraints that limit access to learning materials and basic educational resources, low educational
awareness due to limited parental educational background, and environmental factors that do not place emphasis
on academic achievement. Additionally, low self-motivation, insufficient moral support, and limited exposure to
educational opportunities were identified as significant barriers. This study proposes several strategic
interventions, including strengthening educational awareness programmes through schools and educational
agencies, expanding financial aid initiatives, and implementing counselling and motivational sessions to
cultivate greater interest in education among the asnaf community. The outcomes of this study are expected to
provide valuable insights for local authorities, educational institutions, and non-governmental organisations in
formulating more effective strategies to enhance educational awareness and participation among the asnaf
community.
Keywords: Challenges, Asnaf Community, Awareness, Education
INTRODUCTION
The term asnaf refers to groups of individuals who are eligible to receive zakat (almsgiving) as stipulated by
Islamic law. These groups comprise eight main categories: the fakir (destitute), miskin (poor), amil (zakat
administrators), mualaf (new converts to Islam), riqab (those seeking freedom from bondage), gharimin
(debtors), fisabilillah (those striving in the cause of Allah), and ibnu sabil (wayfarers). Among these categories,
the fakir and miskin represent the most vulnerable groups in need of continuous assistance to meet their basic
needs. The fakir refers to those who have no source of income, whereas the miskin refers to individuals who
earn an income but insufficient to cover essential living expenses (Bahri & Arif, 2020). The existence of these
asnaf groups calls for the sustained attention of society and relevant institutions to provide ongoing support—
particularly through education, which plays a pivotal role in breaking the cycle of poverty and fostering a more
promising future for them (Sandie & Abdillah, 2024).
Education serves as a key mechanism for improving the socio-economic status of the asnaf community, enabling
them to acquire essential knowledge and skills that can lead to better employment opportunities and improved
living standards. Various stakeholders, including state religious authorities, NGOs, and educational institutions,
have implemented initiatives such as scholarships, school supplies, and remedial classes to ensure equitable
access to quality education for asnaf children.
In addition, institutions like special hostels for asnaf students have been established to create conducive learning
environments and foster positive character development. In Chemor, Perak, the welfare of the asnaf community
continues to receive attention from charitable organisations and local institutions. For example, the Chemor
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXX December 2025 | Special Issue
Page 73
www.rsisinternational.org
Orphanage and Home for the Poor, established in 2005, provides shelter, food, and educational support to
underprivileged children. Quest International University (QIU) also contributes through its corporate social
responsibility (CSR) initiatives, such as organising iftar programmes with orphans and asnaf families. These
efforts collectively promote educational inclusivity while offering moral and emotional support to the asnaf
community.
Problem Statement
Despite various initiatives aimed at improving educational access for the asnaf community, challenges in
understanding and appreciating the importance of education remain prevalent. Economic hardship continues to
limit access to essential learning resources and facilities, while low parental education levels and unsupportive
social environments further hinder academic motivation among asnaf students. Additionally, a lack of consistent
moral support and limited exposure to educational opportunities contribute to low educational attainment within
this group.
In the context of Chemor, Perak, these issues persist despite the involvement of welfare institutions and
educational organisations. Although programmes such as those offered by the Chemor Orphanage and Home for
the Poor and Quest International University (QIU) have made meaningful contributions, their impact is often
limited in scope and sustainability. Therefore, it is necessary to conduct an in-depth investigation into the
challenges faced by the asnaf community in understanding the value of education and the factors influencing
their level of educational awareness and participation.
Research Objectives
1. To identify the challenges faced by the asnaf community in Chemor, Perak in understanding the
importance of education.
2. To examine the socio-economic, familial, and environmental factors influencing educational awareness
and participation among the asnaf community.
3. To explore potential strategies and interventions that can enhance educational engagement and
motivation among asnaf students.
Research Questions
1. What are the main challenges faced by the asnaf community in understanding the importance of
education?
2. How do socio-economic, familial, and environmental factors affect the level of educational awareness
among asnaf students?
3. What strategies can be implemented to improve educational motivation and participation among the asnaf
community in Chemor, Perak?
Significance of the Study
This study holds significant value in understanding the educational challenges faced by the asnaf community,
particularly in the context of Chemor, Perak. By identifying the key barriers that hinder awareness and
participation in education, this research contributes to a deeper understanding of the socio-economic and cultural
dimensions affecting this marginalized group.
The findings are expected to provide valuable insights for policymakers, educational institutions, and non-
governmental organizations (NGOs) in designing more effective interventions and support systems to improve
educational access and motivation among asnaf students. Furthermore, the study highlights the importance of
strengthening community engagement and developing targeted educational programmes that address both
academic and socio-emotional needs.
At the theoretical level, this research adds to the growing body of literature on inclusive education and social
equity by emphasizing the intersection between poverty, educational awareness, and sustainable community
development.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXX December 2025 | Special Issue
Page 74
www.rsisinternational.org
LITERATURE REVIEW
Analysis of Empowerment Strategies for Asnaf Fakir and Miskin Based on the Hadith of the Ansar Man
The study by Thaidi et al. (2019) examines empowerment strategies for the asnaf categories of fakir and miskin
based on the approach employed by Prophet Muhammad SAW in the hadith of the Ansar man. The study
underscores that education and skills training serve as the primary instruments for enabling these groups to break
free from poverty. The findings recommend strengthening educational programmes centred on skills
development and entrepreneurship to ensure that asnaf do not remain fully dependent on zakat assistance.
The study by Rahisam Ramli et al. (2023) highlights the need to revise the kifayah limits for asnaf fakir and
miskin in Melaka. The research identifies shortcomings in the existing standards used by zakat administrators,
which fail to meet the evolving needs of these vulnerable groups. The findings suggest that the current monetary
allocations and components of the kifayah are insufficient to meet the basic needs of asnaf, particularly in relation
to housing and essential services (Rashid et al., 2015; Hasan & Rashid, 2019; Rashid et al., 2015). The study
also reveals that rising living costs significantly affect the educational needs of asnaf. Therefore, the kifayah
threshold must be updated to ensure adequate support, including scholarships and higher education incentives.
The Concept of ‘Temporarily Poor’ Asnaf in Zakat Distribution During the COVID-19 Pandemic
The study by Zulkifli Ahmad (2021) introduces the concept of the “temporarily poor” asnaf within the context
of zakat distribution during the COVID-19 pandemic. The research finds that many individuals who were
previously not classified as asnaf became poor due to job loss. Consequently, education becomes a crucial factor
in equipping this group with new skills to improve post-pandemic employment opportunities.
The Role of Higher Education Institutions in the Educational Development of Asnaf Converts: A Case
Study of Kolej Dar al-Hikmah
The study by Ahmad Fauzi Mohd Ayob (2018) explores the role of Kolej Dar al-Hikmah in providing educational
opportunities for asnaf mualaf. The study concludes that a holistic Islamic educational approach plays an
essential role in guiding converts, not only academically but also in strengthening their faith and social well-
being. Higher education institutions are encouraged to expand such programmes to further support education as
a tool for asnaf empowerment.
Management of Zakat Distribution for Education: A Study of Zakat Pulau Pinang
The study by Norazlina Abd Wahab and Mohd Rizal Palil (2018) assesses the effectiveness of zakat distribution
for educational purposes by Zakat Pulau Pinang. The research finds that although substantial educational
assistance is provided, weaknesses remain in data recording and monitoring systems for student beneficiaries.
Therefore, improvements in distribution mechanisms and periodic evaluation of recipients are necessary to
ensure the effectiveness of educational aid.
The Role of Zakat in Enhancing Educational Equity Among Urban Poor Children in Malaysia
The study by Norfariza Mohd Radzi and Nur Aliza Ahmad (2017) investigates how zakat can enhance
educational equity for children from urban poor households. Their findings indicate that asnaf in urban areas
face distinct challenges, including higher economic pressures and intense academic competition. As such, zakat
institutions are encouraged to introduce more targeted programmes focusing on providing quality education for
urban asnaf children.
Mechanisms of Zakat Distribution for Higher Education Locally and Abroad: A Study of the Kedah State
Zakat Board
The study by Azman Ab Rahman and Siti Martiah Anwar (2020) examines zakat distribution mechanisms for
higher education administered by the Kedah State Zakat Board. Although higher education assistance is
available, challenges persist, particularly regarding student monitoring and complicated application procedures.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXX December 2025 | Special Issue
Page 75
www.rsisinternational.org
The study recommends simplifying assistance systems and enhancing flexibility to better meet the needs of asnaf
students pursuing studies locally or internationally.
Determinants of Zakat Distribution Priorities to Asnaf by Zakat Institutions in Malaysia
The study by Norazlina Abd Wahab (2017) investigates the factors influencing zakat distribution priorities for
asnaf in Malaysia. The findings show that while education is considered an important component, priority is
often given to basic needs such as food and shelter. The study recommends that educational assistance should
not be limited to tuition fees, but should also include learning tools and psychological support.
A Comparative Study of Zakat Distribution Practices to Asnaf Fi Sabilillah in Five Malaysian States
The study by Muhammad Ridhwan Ab. Aziz (2022) compares zakat distribution practices for asnaf fi sabilillah
across five Malaysian states. The findings indicate that the interpretation of fi sabilillah has expanded to include
support for Islamic educational development. The study therefore recommends allocating more zakat funds to
sustainable educational opportunities, including skills training and human capital development.
Entrepreneurial Culture and Leadership, and Their Relationship with the Entrepreneurial Mindset of
Asnaf Children
Education is identified as a key factor influencing entrepreneurial intentions among asnaf students (Zaini et al.,
2022). Programs aimed at enhancing entrepreneurial skills can significantly impact the likelihood of asnaf
students pursuing entrepreneurship (Nadzri et al., 2018). The study finds that education plays a vital role in
shaping an entrepreneurial mindset, which can ultimately help them escape poverty. It recommends that
entrepreneurship education be given greater emphasis within the curriculum to ensure asnaf children acquire
adequate skills for self-reliance and income generation.
Asnaf Students’ Participation in Education: Issues and Realities
In the study by Aziz and Hassan (2018), economic constraints are identified as the main barrier to asnaf students’
participation in education. Many are compelled to help supplement family income, which reduces their academic
focus. A lack of basic necessities also contributes to low self-esteem and diminished motivation to remain in
school.
Level of Educational Awareness Among Asnaf Families in Secondary Schools
Rahman et al. (2020), Bahar (2023) and Hidayatullah (2024) find that parental education levels directly influence
students’ awareness of the importance of education. Among asnaf families, parents with limited educational
backgrounds often struggle to provide academic support, motivation, and guidance, resulting in reduced
appreciation of educational values among their children.
Social Factors Influencing Academic Achievement Among Asnaf Students
In the study by Ibrahim and Nor (2019), the social environment is shown to significantly shape students’ attitudes
towards learning. Asnaf students living in communities that place little emphasis on education tend to be less
motivated academically. Negative peer influence further undermines their interest and persistence in learning.
Challenges of Online Learning Among Asnaf Students During the Pandemic
The study by Mustafa et.al (2025) highlights that inadequate access to educational resources—such as internet
connectivity, stationery, and learning materials—was a major challenge for asnaf students during the pandemic.
These limitations hindered learning processes and directly affected academic performance and motivation.
Effectiveness of Zakat Educational Assistance for Asnaf Students
The study by Latif and Yusof (2017) reveals that despite the availability of various educational assistance
programmes, their effectiveness largely depends on implementation and monitoring. Many asnaf students and
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXX December 2025 | Special Issue
Page 76
www.rsisinternational.org
families do not fully understand the benefits of the assistance provided, limiting its long-term impact on
educational awareness.
Collectively, these studies demonstrate that education is a critical instrument for empowering asnaf communities
and enabling them to escape poverty. Efficient zakat management, robust skills-training programmes, and an
inclusive education system are essential components for improving their social well-being. Therefore, more
comprehensive research and coordinated efforts are required to ensure that asnaf have access to quality education
and meaningful opportunities for personal development.
METHODOLOGY
This study employed a qualitative approach to investigate the challenges faced by the asnaf community in
understanding the importance of education in Chemor, Perak. The study was conducted using semi-structured
interviews involving two teachers and five students, selected through purposive sampling to ensure that
participants possessed direct experience and relevant insights related to the research focus. The sample size of
seven participants was deemed appropriate, as qualitative research prioritises depth, richness, and contextual
understanding of data rather than large sample representation. This number was sufficient to achieve data
saturation, whereby no new themes or significant information emerged from additional data collection. In
addition to interviews, classroom teaching and learning observations, as well as document analysis, were
conducted to obtain comprehensive and holistic findings. Thematic analysis was utilised to identify key emerging
themes, including educational challenges, family roles, community support, and perceptions of education among
the asnaf group. Furthermore, expert validation by educational specialists was employed to ensure the credibility
and appropriateness of theme classification derived from the interview findings.
FINDINGS AND DISCUSSION
This section presents the study's demographics, descriptive analysis results, and discussion regarding the use of
augmented reality-based technology as one of the methods in teaching and learning. Table 1 shows the students’s
behaviours in class. This data is based on observations of approximately 20 students. Meanwhile, 7 respondents
were interviewed in this study, consisting of 2 male teachers and 5 male students.
Table 1 Students’ Behavior in Class
Aspect
Observer’s Notes
1. Shows interest in learning.
Majority of students show strong interest in learning.
2. Pays attention during class.
Good.
3. Brings complete books/writing materials to school.
A few students lack adequate access to learning
materials.
Aspect
Observer’s Notes
4. Actively interacts with teachers during lessons.
Good and active participation.
5. Attends class consistently (good attendance).
No issues observed.
6. Receives moral support from family (based on
behavior or conversation).
Majority receive sufficient support.
7. Displays low motivation or weak learning
behavior.
Majority demonstrate good behavior and motivation.
Table 1 briefly indicates 7 aspects shown in class. Findings show that asnaf students at PPIT possess high
potential, as reflected in their interest, attendance, and active engagement in learning. However, financial
constraints and the lack of basic learning materials such as stationery and books remain issues that require serious
attention. Overall, the data supports the interview findings and align with established educational theories,
including Maslow’s Hierarchy of Needs and Bandura’s Social Learning Theory.
The statement below shows a summary of the main findings from the interview with 7 respondents.
Objective 1: To Identify the Level of Understanding Among the Asnaf Community in Chemor Regarding the
Importance of Education
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXX December 2025 | Special Issue
Page 77
www.rsisinternational.org
Increasing Awareness of the Value of Education
Interviews revealed that students understand that education is the primary means to build a better future. One of
the students’ respondents stated that “education is the light for the future,” reflecting a deep understanding that
knowledge serves as a tool for social transformation.
Education Viewed Beyond Academics — as Character Formation
Respondents emphasized that education also encompasses moral and spiritual development. This indicates that,
within the tahfiz context, the understanding of education extends beyond academic achievement to include
ethical and spiritual dimensions.
Influence of Age and Exposure on Understanding
Older students demonstrated a more mature understanding compared to younger students. This difference aligns
with variations in cognitive development and life experience.
Objective 2: To Identify the Main Challenges Faced by the Asnaf Group in Understanding and Appreciating
Education
Economic Constraints Disrupt Learning Continuity
All students reported experiencing financial difficulties such as insufficient funds for transportation, lack of basic
necessities, or the need to work to support their families. These conditions compel students to choose between
meeting daily needs and continuing their education.
Emotional Pressure from Family Issues Affects Focus
Respondents admitted that family conflicts and parents’ health problems make it difficult for them to concentrate.
In this context, students are not only tested physically but also emotionally and psychologically.
Imbalance Between Home Responsibilities and Learning
Many asnaf students bear additional responsibilities at home, such as caring for younger siblings, cooking, or
assisting parents with work. This situation impacts their revision time and causes physical exhaustion at the same
time.
Lack of Comfortable and Conducive Learning Facilities
Some students stated that cramped and unconducive home environments hinder their learning. This also includes
limited access to technological tools and modern reference materials.
Objective 3: To Analyze the Factors Influencing the Perceptions of the Asnaf Community Toward Education
Moral support from family has a direct impact on students’ perceptions.
Respondent 1 admit that mother’s encouragement was highly significant. This demonstrates that even in
impoverished families, emotional support plays a vital role in shaping students’ perceptions of education.
The role of teachers and religious instructors shapes positive educational narratives.
Teachers serve not only as educators but also as mentors and guides. Respondent 2 mentioned this exemplifies
how caring and approachable teachers can influence the way students value education.
Role models and life experiences form long-term perceptions.
Several students reported that observing the success of their siblings, teachers, or former students instilled
confidence that education can transform lives. Such role models are crucial in shaping perceptions among
students from at-risk communities.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXX December 2025 | Special Issue
Page 78
www.rsisinternational.org
Consistent forms of assistance enhance positive perceptions.
When students receive financial aid, food support, or personal guidance from teachers, they feel appreciated.
This not only fosters motivation but also strengthens the belief that education is a worthwhile pursuit.
Table 2 Overall Finding Summary based on 3 theories of Social Learning
Theory
Relevance to Current Study
1. Social Learning Theory (Bandura)
Explains how the influence of teachers and positive role models
shapes the motivation and determination of asnaf students.
2. Hierarchy of Needs Theory (Maslow)
Highlights the importance of fulfilling basic needs (such as
food, shelter, and emotional support) to ensure that students can
concentrate effectively on learning.
3. Human Capital Theory (Becker &
Schultz)
Emphasizes that education is a strategic investment that
enhances the social and economic opportunities of asnaf
students.
Overall, the findings demonstrate that the challenges and learning experiences of asnaf students can be
comprehensively explained through an integrated theoretical lens. Social Learning Theory (Bandura)
underscores the crucial role of teachers and positive role models in shaping students’ motivation and
perseverance. Maslow’s Hierarchy of Needs highlights that the fulfillment of basic physiological and emotional
needs is a prerequisite for effective learning engagement. Meanwhile, Human Capital Theory (Becker & Schultz)
reinforces the view that education functions as a strategic investment that enhances the long-term social mobility
and economic prospects of asnaf students. Collectively, these theories provide a robust conceptual framework
for understanding how social, psychological, and structural factors interact to influence educational participation
and outcomes among asnaf learners.
CONCLUSION
Overall, this study indicates that the level of understanding among the asnaf community regarding the
importance of education remains at a stage that warrants further attention and intervention. Although a small
segment of this group demonstrates awareness, substantial challenges persist, including economic constraints,
negative perceptions of education, and insufficient support from the surrounding environment and institutions
that should ideally guide them toward positive change.
The study also reveals that various external factors—such as family background, household income, and
community context—exert significant influence on the asnaf community’s attitudes toward education. Without
sustained support and coordinated efforts from multiple stakeholders, this group may continue to remain trapped
in the cycle of poverty and fail to recognise the true potential of education as a tool for social mobility.
Therefore, this study recommends the implementation of more community-friendly and educationally oriented
approaches to ensure that education is not only accessible to the asnaf community but also understood as a
fundamental necessity rather than a mere option. A holistic approach should integrate elements of assistance,
guidance, motivation, and awareness-building among parents and their children.
REFERENCES
1. Bahar, R., Retnawati, H., Budiono, I., (2023). The Effect Of Parent Educational Background On Student
Academic Performance Of Islamic Boarding Schools. Jurnal Tatsqif, 21 (1), 82-97.
https://doi.org/10.20414/jtq.v21i1.7969
2. Bahri, E. S., & Arif, Z. (2020). Analisis Efektivitas Penyaluran Zakat pada Rumah Zakat. 2(1), 13–24.
https://doi.org/10.31000/ALMAAL.V2I1.2642
3. Hidayatullah, A., Csíkos, C. The Role of Students’ Beliefs, Parents' Educational Level, and The
Mediating Role of Attitude and Motivation in Students’ Mathematics Achievement. Asia-Pacific Edu
Res 33, 253–262 (2024). https://doi.org/10.1007/s40299-023-00724-2
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXX December 2025 | Special Issue
Page 79
www.rsisinternational.org
4. Mustafa, W. A., Muhamad, W. Z. A. W., Adnan, E., Hanafi, A. G., & Asni, F. (2025). Implementation
And Challenges Of E-Learning Among Asnaf Student In Perlis: A Descriptive Analysis. International
Journal of Modern Education, 7 (26), 01-14.
5. Nadzri, S., Mohd Sultan, N. S., & Baharudin, N. A. (2018). Kecenderungan Pelajar Asnaf Menceburi
Bidang Keusahawanan: KUIS: The Tendency of Asnaf Student Toward Entrepreneurship: KUIS. 8(2),
43–62.
6. Rashid, K. A., Hasan, S. F., & Sarkawi, A. A. (2015). Assessing the appropriateness and adequacy of
the provision for housing under the haddul-kifayah for asnaf faqr and asnaf miskin.
http://irep.iium.edu.my/47673/
7. Sandie, S., & Abdillah, A. (2024). Analisis Distribusi Zakat di Indonesia: Porsi Penyaluran Zakat
Kepada Asnaf Pada Tahun 2023. Indo-MathEdu Intellectuals Journal, 5(6), 8063–8069.
https://doi.org/10.54373/imeij.v5i6.2268
8. Thaidi, H. ‘Azeemi A., Ab Rahman, M. F., & Ab Rahman, A. (2019). Analisis Strategi Pemerkasaan
Asnaf Fakir dan Miskin Berdasarkan Hadis Lelaki Ansar: A Strategic Analysis of the Poor and Needy
Aṣnāf empowerment Based on the Hadis of Man from Anṣār. 446–462.
https://doi.org/10.33102/JFATWA.VOL0NO0.293
9. Zaini, B. J., Sarkawi, M. N., Mansor, R., Bohari, A. M., & Mustaffa, M. A. (2022). Entrepreneurial
Model for Asnaf Undergraduate Students Using Structural Equation Modelling. The International
Journal of Business and Management. https://doi.org/10.26666/rmp.ijbm.2022.6.1
