<![CDATA[ This study aims to analyze the concept of zakat learning in shaping students' generous character. The problem addressed is that zakat material in Islamic Religious Education at schools is still limited to cognitive understanding, whereas it should also develop affective and psychomotor values. The formation of a generous character is an important goal of Islamic education, cultivating social concern and responsibility toward others. However, zakat learning in educational institutions often emphasizes cognitive aspects, such as definitions, rulings, and calculation of zakat, rather than internalizing the character values it contains. This research uses the library research method with a qualitative descriptive approach. Data were obtained from the Qur'an, hadiths, Islamic education books, zakat literature, and relevant scientific articles, analyzed through content analysis. The results show that zakat learning contains five educational values contributing to students' generous character: (1) social concern, (2) generosity, (3) sincerity, (4) social responsibility, and (5) gratitude. These values can be internalized through a learning process oriented not only toward mastery of material but also toward habituating sharing and caring behavior. This study also produces a character-based conceptual model of zakat learning that can serve as a reference for developing Islamic religious education curricula. Thus, zakat learning has strong relevance in shaping students' generous character as part of the goals of Islamic education, which emphasizes balance between individual and social piety.]]>
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