MERAPATKAN JURANG PENDIDIKAN UNTUK KOMUNITI KENSIU: PENILAIAN INISIATIF PENDIDIKAN LEMBAGA ZAKAT NEGERI KEDAH: BRIDGING EDUCATIONAL GAPS FOR THE KENSIU COMMUNITY: AN EVALUATION OF LEMBAGA ZAKAT KEDAH'S EDUCATIONAL INITIATIVE - Ishak, Mohd Sobhi; Sarkowi, Azizah; Mustaffa, Mohd Faisal; Sobhi, Fadhilah Mohd (INTERNATIONAL JOURNAL OF EDUCATION, PSYCHOLOGY AND COUNSELLING (IJEPC), 2025)
Kajian ini menilai keberkesanan inisiatif Lembaga Zakat Negeri Kedah (LZNK) dalam meningkatkan hasil pendidikan komuniti Kensiu, satu subkumpulan orang asli di Kedah yang berhadapan dengan cabaran pendidikan disebabkan faktor geografi, sosio-budaya, bahasa, dan tahap kesedaran ibu bapa yang rendah. Walaupun Malaysia menekankan pendidikan inklusif, jurang pencapaian komuniti Kensiu kekal ketara. Bagi menangani isu ini, LZNK melaksanakan program pendidikan Islam melalui pelantikan mubaligh zakat, penglibatan komuniti, serta sokongan logistik seperti pengangkutan, peralatan, dan bantuan kewangan. Kajian kualitatif ini menggunakan Model Penilaian Program CIPP (Context, Input, Process, Product), dengan data diperoleh daripada temu bual pentadbir sekolah, guru, pegawai LZNK, serta lima pelajar Kensiu, disokong analisis dokumen dan pemerhatian lapangan. Dapatan menunjukkan peningkatan dalam keyakinan diri, kemahiran kepimpinan, penghargaan agama, dan pencapaian akademik. Kesimpulannya, inisiatif LZNK membuktikan potensi untuk menutup jurang pendidikan orang asli Kensiu melalui pendekatan bersepadu yang menggabungkan sokongan agama, komuniti, dan institusi pendidikan. This study evaluates the effectiveness of the Kedah Zakat Board (LZNK) initiative in improving educational outcomes for the Kensiu community, a sub-group of the indigenous people in Kedah, Malaysia, who face persistent challenges due to geographical isolation, socio-cultural barriers, language difficulties, and low parental awareness. Despite Malaysia’s commitment to inclusive education, the educational attainment of the Kensiu remains a concern. To address these issues, LZNK introduced an Islamic education program through the appointment of zakat missionaries, community engagement activities, and logistical support including transportation, equipment, and financial aid. This qualitative study applied the CIPP Program Evaluation Model (Context, Input, Process, Product), with data collected through interviews with school administrators, teachers, LZNK officers, and five Kensiu students, supported by document analysis and field observations. Findings reveal improvements in students’ self-confidence, leadership skills, religious appreciation, and academic achievement. In conclusion, LZNK’s educational initiatives demonstrate significant potential to bridge the educational gap of the Kensiu by integrating religious, community, and institutional support in a holistic approach.