Teacher Guided Islamic Giving Cultivates Generosity in Aisyiyah Early Childhood Education

Praktik Sedekah Islam yang Dipandu Guru Menumbuhkan Sifat Dermawan dalam Pendidikan Anak Usia Dini Aisyiyah

Authors

  • Siti Anikmah Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Pendidikan dan Studi Islam, Universitas Muhammadiyah Sidoarjo
  • Choirun Nisak Aulina Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Pendidikan dan Studi Islam, Universitas Muhammadiyah Sidoarjo

DOI:

https://doi.org/10.21070/jims.v8i1.1689

Keywords:

Islamic character education, early childhood education, infak habituation, teacher roles, generosity

Abstract

General Background: Islamic character education in early childhood fosters generosity, empathy, and social responsibility through religious habituation. Specific Background: Aisyiyah Bulurejo Playgroup integrates voluntary daily infak (Islamic charitable giving) into school activities to cultivate children's generosity. Knowledge Gap: The roles of teachers and factors affecting charitable habituation in this setting require further examination. Aims: This qualitative study examines teachers' roles in developing generosity through infak practices using observation, interviews, and documentation. Results: Teachers acted as role models, motivators, and facilitators through direct participation, religious guidance, and transparent fund management. Regular contributions encouraged empathy and social concern, including assistance to sick classmates and disaster victims. Teacher commitment and a supportive religious environment facilitated implementation, while limited pocket money and parental misconceptions presented challenges. Novelty: The study highlights the integration of teacher modeling, religious habituation, and contextual charitable practices in Aisyiyah early childhood education. Implications: Consistent teacher involvement, parental support, and transparent management are essential for sustaining generosity and social responsibility in Islamic character education.

Highlights:

  • Voluntary morning contributions fostered empathy and concern for classmates and disaster victims.

  • Educators demonstrated exemplary conduct, provided religious guidance, and maintained transparent financial records.

  • Supportive school conditions encouraged participation, while limited pocket money and parental misconceptions created barriers.

Keywords: Islamic character education, early childhood education, infak habituation, teacher roles, generosity

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Published

2026-02-27

How to Cite

Anikmah, S., & Aulina, C. N. (2026). Teacher Guided Islamic Giving Cultivates Generosity in Aisyiyah Early Childhood Education: Praktik Sedekah Islam yang Dipandu Guru Menumbuhkan Sifat Dermawan dalam Pendidikan Anak Usia Dini Aisyiyah. Journal of Islamic and Muhammadiyah Studies, 8(1), 39–50. https://doi.org/10.21070/jims.v8i1.1689

Issue

Vol. 8 No. 1 (2026): February

Section

Study Of Islamic Studies

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Copyright (c) 2026 Siti Anikmah, Choirun Nisak Aulina

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