Pendampingan Peningkatan Literasi ZISWAF melalui Kegiatan Penyuluhan pada Siswa SD Negeri 1 Kajongan

Abstract

Islamic philanthropy plays a strategic role in promoting social welfare and cultivating generosity from an early age. However, elementary school students often participate in charitable activities without fully understanding the concepts and social meanings of Zakat, Infaq, Sadaqah, and Waqf (ZISWAF). This community service program aimed to strengthen ZISWAF literacy among fourth-grade students at SD Negeri 1 Kajongan through contextual and participatory education. The program was conducted from April to May 2026 and involved 20 students. It consisted of five stages: school coordination, initial observation, preparation of educational materials and evaluation instruments, implementation of interactive counseling, and program evaluation. The learning activities combined interactive lectures, discussions, and question-and-answer sessions by relating ZISWAF concepts to students’ everyday experiences. Program effectiveness was assessed using ten contextual questions covering cognitive, affective, and reflective dimensions. The results showed improvement across all dimensions. The average cognitive score increased from 30.0% to 56.3%, indicating a substantial gain in conceptual understanding, while the affective score rose from 53.3% to 88.3%. Reflective participation also increased from 40.0% to 100%, demonstrating greater confidence and willingness among students to express their understanding and personal experiences related to ZISWAF. Based on the combined cognitive and affective assessment, all students achieved at least the “Good” category in the post-test, with 45% classified as “Very Good” and 55% as “Good.” hese findings indicate that contextual and participatory education can effectively strengthen ZISWAF literacy, prosocial attitudes, empathy, and social responsibility among elementary school students. In the long term, the program may reinforce the conceptual foundation of the school’s existing Friday infaq practice, while the three-dimensional evaluation instrument can be adopted by the school for periodic monitoring of students’ social-religious character development. Continued collaboration with the school is therefore important to integrate ZISWAF literacy into sustained character education and philanthropic practices.