Bringing Voluntary Financial Education in Emerging Economy: Role of Financial Socialization During Elementary Years

Sari, Ratna; Fatimah, P.L. Rika; Suyanto,

doi:10.1007/s40299-017-0339-0

Cited by 19 publications

(14 citation statements)

References 22 publications

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“…In all countries participating in PISA, students with a higher SES scored higher on financial literacy than those with a lower SES (Lusardi, 2015). This relation between SES and financial literacy was shown to be less strong among elementary school children (Sari, Fatimah, & Suyanto, 2017).…”

Section: Implications For Tpdmentioning

confidence: 90%

The role of teacher professional development in financial literacy education: A systematic literature review

Compen

Witte

Schelfhout

2019

Educational Research Review

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This paper examines the elements essential to effective teacher professional development (TPD) in financial literacy education by means of a systematic literature review. We provide a theoretical underpinning for the literature review by proposing a revised presentation of an existing general TPD model. Our results provide insight into the student learning goals in financial literacy education, the desirable teaching behaviour, the required teacher quality and the contextual factors that play a role. However, our findings also suggest a lack of studies that systematically investigate whether and how TPD initiatives enhance the effect of financial education on students' financial literacy. Furthermore, existing literature fails to provide insight in how the six key features of TPD should be implemented to optimize its effectiveness.

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Section: Implications For Tpdmentioning

confidence: 90%

The role of teacher professional development in financial literacy education: A systematic literature review

Compen

Witte

Schelfhout

2019

Educational Research Review

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“…Proses pendidikan literasi kepada anak usia dini bukan merupakan perkara yang mudah, namun menjadi kebutuhan yang mendasar sehingga adanya penanaman nilainilai keuangan pada anak usia dini, berupa (Arofah, 2019): (1) melibatkan anak dalam pengambilan keputusan keuangan; (2) memberikan pengertian mana yang merupakan kebutuhan dan mana yang hanya berupa keinginan; (3) membiasakan menabung; dan (4) mulai mengenalkan kepada lembaga keuangan. Jika dalam ruang lingkup sekolah, pendidikan anak usia dini dalam hal literasi keuangan ini dapat berjalan secara optimal, maka dilakukanlah langkah-langkah sebagai berikut (Organisation For Economic Co-Operation and Development, 2006;Sari, Fatimah, & Suyanto, 2017): (1) pendidikan literasi keuangan di sekolaj menjadi bagian dari strategi nasional yang terkoordinasi; (2) harus ada kerangka kerja pembelajaran yang jelas; (3) pendidikan keuangan idealnya harus dimulai sedini mungkin; (4) pendidikan keuangan harus menjadi bagian dari kurikulum sekolah; (5) pendidikan literasi keuangan harus mudah diakses, objektif, berkualitas tinggi; dan mendapatkan dukungan alat belajar yang efektif; (6) kemajuan siswa harus dapat dinilai.…”

Section: Gambar 4 Praktek Kegiatan Menabungunclassified

Gerakan Pengenalan Literasi Keuangan Pada Anak Usia Dini (PAUD) di RA Terpadu Al-Qolam Semarang

Chasanah

Puspitasari

Wardhani

et al. 2022

abdimas

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Pendidikan literasi keuangan sejak dini sudah seharusnya dilakukan baik secara teori atau praktek. Anak-anak, khususnya yang berada di usia 0 hingga 6 tahun dikenal dengan masa ke-emas-an, sehingga jika diberikan pemahaman mengenai literasi keuangan, akan benar-benar terinternalisasi pada pola fikir dan termanifestasi pada perilaku anak sehari-hari secara sederhana. Namun saat ini masih ditemukan beberapa kendala dalam mengenalkan literasi keuangan sejak dini yang belum masuk pada kurikulum nasional. Selain itu, pelaksanaan pendidikan nasional masih berupa pemahaman teori sehingga penguasaan literasi keuangan pada anak sejak dini menjadi kurang komprehensif. Salah satu solusinya dengen memberikan pengetahuan dan keterampilan secara teori dan praktek dari literasi keuangan sejak dini khususnya di RA Terpadu Al-Qolam Semarang. Metode pendekatan yang dilakukan dalam program kemitraan masyarakat ini berupa pemberian ceramah, pemutaran video, praktek kegiatan jual beli dan praktek kegiatan menabung dalam celengan yang diberikan. Harapannya dapat menambahkan penguasaan pengetahuan dan keterampilan secara teori dan praktek dari literasi keuangan sejak dini dan penanaman karakter siswa khususnya di RA Terpadu Al-Qolam Semarang dalam literasi keuangan

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“…Treatment is a dummy variable which is one for students who obtained financial sharia socialization and zero if not. Gender is included as a control variable because previous research shows that there are differences in the level of financial literacy between males and females (Chen and Volpe, 1998;Sari et al, 2017). The dependent variable was the result of the financial knowledge test, which consisted of 21 questions on sharia financial knowledge and was measured by the number of questions answered correctly.…”

Section: Hypothesis Testingmentioning

confidence: 99%

“…Islamic financial literacy will increase awareness and knowledge of Islamic financial matters, which may influence people's attitudes to using sharia financial products (Jaffar and Musa, 2013;Yumna, 2019) and as a determining factor for people using financial services in their economic activities (Asyatun, 2018), especially with regards to economic survival during the Covid-19 pandemic. The success of Islamic finance requires the transformation of literacy and education through the provision of training and induction programs (Olorogun, 2018), especially for young learners (children), because it has a significant positive influence on the young learners' financial knowledge and competencies (Batty et al, 2015;Gao et al, 2010;Sari et al, 2017). However, current information regarding financial literacy in young learners is very limited (Sherraden et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Augmented reality (AR)-based sharia financial literacy system (AR-SFLS): a new approach to virtual sharia financial socialization for young learners

Sari

Fatimah

Ilyana

et al. 2021

IMEFM

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Purpose This study aims to examine financial socialization based on augmented reality (AR) technology for elementary school students, which it is hoped will improve their sharia financial knowledge. Design/methodology/approach The experimental method with pre- and post-test and control groups was used to test the improvement in the young learners’ sharia financial knowledge. This study used AR for sharia financial socialization on elementary school students and focused on sharia’s basic concepts, which include earning money, balanced spending, borrowing, saving, investment, payment methods, financial technology and the concept of protection. Findings This study finds empirical evidence that the treatment group, who received sharia financial socialization via the AR media, increased their sharia financial knowledge to a greater extent than the control group did. Research limitations/implications This study provides encouraging evidence about the potential of sharia financial education for elementary school students using the appropriate learning strategies and media. The weakness in this study is that it was only carried out in one elementary school, with the children of middle- to upper-income parents. Further research should be undertaken at several schools with the children of parents with different income levels. Practical implications A shift in learning styles from verbal or visual to virtual encourages the use of AR-based learning media. Financial concepts can be abstract ones, and AR-based learning media is able to present intangible virtual elements so they become more concrete and tangible. Social implications The global COVID-19 pandemic has affected all aspects. One of the most severe and likely to be multiyear ahead is the financial aspect. Therefore, this research is expected to be a preparation for the younger generation as early as possible to strengthen social benefits in order to improve sharia financial literacy. Originality/value Research into the financial literacy, especially sharia financial literacy aimed at elementary school students, is still very limited. The teaching of financial literacy will be more effective if educators use the appropriate strategies and media. This study used financial socialization strategies and AR learning media that are aligned with the learning styles of young learners.

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Bringing Voluntary Financial Education in Emerging Economy: Role of Financial Socialization During Elementary Years

Cited by 19 publications

References 22 publications

The role of teacher professional development in financial literacy education: A systematic literature review

The role of teacher professional development in financial literacy education: A systematic literature review

Gerakan Pengenalan Literasi Keuangan Pada Anak Usia Dini (PAUD) di RA Terpadu Al-Qolam Semarang

Augmented reality (AR)-based sharia financial literacy system (AR-SFLS): a new approach to virtual sharia financial socialization for young learners

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