Tsaaniyatush Shoolihah Fauzan

Developing Social Empathy Character Through Contextual Leraning of Zakat and Sadaqah Material at MIN 1 Bantul

Introduction

Developing social empathy character through contextual leraning of zakat and sadaqah material at min 1 bantul. Explore developing social empathy in MIN 1 Bantul students through contextual zakat & sadaqah learning. This research reveals effective strategies for character-based Islamic education.

Abstract

This qualitative research aims to explore the development of social empathy character through contextual learning of zakat and sadaqah material at MIN 1 Bantul. Using a descriptive qualitative approach with case study method, data were collected through in-depth interviews, participant observation, and documentation. The research subjects consisted of Islamic Religious Education (PAI) teachers, students, and school principals. The results showed that contextual learning of zakat and sadaqah effectively develops students' social empathy through three main strategies: (1) direct observation of social conditions in the surrounding environment, (2) zakat and sadaqah practice projects involving students directly, and (3) reflection and discussion on the social impacts of zakat and sadaqah. The findings indicate that when zakat and sadaqah materials are taught contextually by connecting them to real social realities, students not only understand the concepts theoretically but also develop sensitivity and empathy towards others' social conditions. This research contributes to the development of character-based PAI learning methods in elementary madrasahs.

Review

This paper presents a timely and highly relevant exploration into the development of social empathy through specific pedagogical approaches within Islamic Religious Education. The study's focus on "contextual learning" of zakat and sadaqah material is particularly commendable, addressing a critical need for integrating character development into religious curricula. The aim to explore how this approach fosters social empathy is clearly articulated, setting a practical and impactful objective for the research. By situating the study within MIN 1 Bantul, the authors ground their investigation in a specific educational context, promising insights that are both localized and potentially transferable. Methodologically, the choice of a descriptive qualitative approach utilizing a case study method is well-suited for an in-depth exploration of a complex social phenomenon like character development. The researchers have employed robust data collection techniques, including in-depth interviews, participant observation, and documentation, ensuring a comprehensive understanding from multiple perspectives involving teachers, students, and principals. The findings are compelling, effectively demonstrating that contextual learning, particularly through direct observation, practical projects, and reflective discussions, significantly bridges theoretical understanding with the cultivation of genuine social sensitivity. This structured identification of key strategies offers valuable actionable insights for educators. The research makes a significant contribution to the field of character-based PAI learning, especially within elementary madrasahs. It powerfully illustrates how connecting religious concepts to real-world social realities can transcend rote memorization, leading to the deeper internalization of values and the development of proactive empathy. The study not only validates the effectiveness of contextual learning but also provides a practical framework that can inform curriculum development and teaching methodologies in similar educational settings. This work holds promise for influencing pedagogical practices and fostering more socially conscious individuals within religious educational systems, offering a model for integrating ethical character traits with academic instruction.

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