<![CDATA[Abstrak Pemahaman masyarakat, termasuk peserta didik, terhadap pengelolaan Zakat, Infaq, Shadaqah, dan Wakaf (Ziswaf) masih tergolong rendah karena keterbatasan alokasi waktu pembelajaran Pendidikan Agama Islam di sekolah. Di sisi lain, muncul stigma negatif yang menyamakan pengumpulan infaq di sekolah dengan pungutan liar (pungli), seperti yang terjadi di SMK Negeri 1 Panyabungan. Penelitian ini bertujuan untuk menguatkan pengelolaan Ziswaf sebagai sarana pendidikan karakter dan literasi finansial syariah bagi Generasi Z di lingkungan sekolah. Kegiatan pengabdian masyarakat ini dilaksanakan di empat sekolah mitra (SMAN 2 Plus, SMAN 3, SMKN 1, dan SMKN 2 Panyabungan) dengan melibatkan pengurus OSIS dan guru. Metode yang digunakan adalah Service Learning (SL) yang mencakup tiga tahapan utama: persiapan (survei dan diskusi masalah), pelayanan (sosialisasi dan pendampingan intensif), dan refleksi (evaluasi ketercapaian tujuan). Hasil pengabdian menunjukkan adanya peningkatan kemandirian pengurus OSIS dalam mengelola dana Ziswaf secara transparan dan akuntabel. Pendampingan yang dilakukan berhasil memberikan legitimasi hukum melalui edukasi distingsi antara pungli dan filantropi Islam, sehingga sekolah yang sebelumnya terkendala stigma (SMKN 1) mulai menginisiasi kembali pengumpulan infaq secara mandiri. Berdasarkan survei kepuasan, ketercapaian tujuan pengabdian berada pada kategori sangat baik dengan persentase 70,8%. Sosialisasi dan pendampingan berbasis teknologi mampu mengubah persepsi siswa terhadap Ziswaf dari sekadar praktik tradisional menjadi identitas sosial yang modern dan transparan. Pengelolaan Ziswaf yang dikelola langsung oleh siswa terbukti efektif sebagai media internalisasi nilai-nilai keislaman dan empati sosial bagi remaja Generasi Z. Kata kunci: ZISWAF; sarana; pendidikan islam. Abstract Public understanding of Zakat, Infaq, Alms, and Waqf (Ziswaf), particularly among students, remains relatively low due to the limited time allocated for Islamic Religious Education in schools. Furthermore, a negative stigma has emerged equating school-based infaq collection with illegal levies (pungli), as observed in SMKN 1 Panyabungan. This study aims to strengthen Ziswaf management as a medium for character education and Sharia financial literacy for Generation Z in the school environment. This community service project was conducted at four partner schools (SMAN 2 Plus, SMAN 3, SMKN 1, and SMKN 2 Panyabungan), involving student council (OSIS) members and teachers. The method employed was Service Learning (SL), consisting of three main stages: preparation (surveys and problem identification), service (socialization and intensive mentoring), and reflection (evaluation of objective achievement). The results indicate an increase in the independence of student councils in managing Ziswaf funds transparently and accountably. The mentoring process successfully provided legal legitimacy by educating stakeholders on the distinction between illegal levies and Islamic philanthropy. Consequently, schools previously hindered by stigma (SMKN 1) have begun re-initiating independent infaq collection. Based on the satisfaction survey, the achievement of the program's objectives was categorized as "Excellent" with a percentage of 70.8%. Technology-based socialization and mentoring have successfully shifted students' perceptions of Ziswaf from a traditional practice to a modern and transparent social identity. Student-led Ziswaf management is proven effective as a medium for internalizing Islamic values and social empathy among Generation Z adolescents. Keywords: ZISWAF; facilities; islamic education.]]>
