Nelli Novyarni, Nabilah Amanda, Reni Harni, Kartijo Kartijo

Dominansi Pengaruh Literasi Keuangan, Kecerdasan Emosional, Financial Self-Efficacy, dan Pembelajaran Keuangan di Kampus terhadap Perilaku Pengelolaan Keuangan Mahasiswa (Studi Kasus Mahasiswa STIE Indonesia Jakarta)

Introduction

Dominansi pengaruh literasi keuangan, kecerdasan emosional, financial self-efficacy, dan pembelajaran keuangan di kampus terhadap perilaku pengelolaan keuangan mahasiswa (studi kasus mahasiswa stie indonesia jakarta). Analisis pengaruh literasi keuangan, kecerdasan emosional, financial self-efficacy, dan pembelajaran keuangan terhadap perilaku pengelolaan keuangan mahasiswa STIE Indonesia Jakarta.

Abstract

This study aims to analyze the influence of financial literacy, emotional intelligence, financial self-efficacy, and campus financial learning on the financial management behavior of students’ at STIE Indonesia Jakarta in the 2021 and 2022 Academic Years. This type of research is quantitative research with an associative approach. The data used is primary data obtained by distributing questionnaires to respondents. The sample in this study amounted to 110 students, consisting of students of the 2021 and 2022 intakes of the S-1 Accounting and S-1 Management study programs, who were selected using a non-probability sampling technique with a purposive sampling method. The research instrument consists of 24 questionnaire items arranged based on indicators of each variable, and distributed in the form of Google Form. Data analysis was carried out using SmartPLS version 4.0, including the stages of evaluating the measurement model, The R-square value of 0.677 indicates that the independent variables in the model explain 67.7% of the variance in the dependent variable. The remaining 32.3% is explained by factors outside the model. Therefore, the results of this study indicate that financial literacy, emotional intelligence, financial self-efficacy, and financial learning on campus significantly influence the financial management behavior of students at STIE Indonesia Jakarta.

Review

The study titled "Dominansi Pengaruh Literasi Keuangan, Kecerdasan Emosional, Financial Self-Efficacy, dan Pembelajaran Keuangan di Kampus terhadap Perilaku Pengelolaan Keuangan Mahasiswa" investigates a highly pertinent subject: the factors influencing student financial management behavior. By focusing on financial literacy, emotional intelligence, financial self-efficacy, and campus financial learning, the research aims to provide a comprehensive understanding of how these variables collectively shape students' financial practices at STIE Indonesia Jakarta. This focus on a specific institutional context and a multi-faceted approach to determinants of financial behavior makes a valuable contribution to the literature on student financial well-being. Methodologically, the research employs a quantitative, associative approach, gathering primary data from 110 students using questionnaires distributed via Google Form. The selection of a purposive sample from the 2021 and 2022 academic years, encompassing S-1 Accounting and S-1 Management programs, suggests a targeted investigation within the institution. The analysis, performed using SmartPLS version 4.0, is robust, allowing for simultaneous evaluation of complex relationships. A key finding is the significant influence of all independent variables on student financial management behavior, with an impressive R-squared value of 0.677, indicating that the model explains nearly 68% of the variance in the dependent variable. While the study offers clear insights and utilizes a powerful analytical tool, there are areas for consideration. The reliance on purposive sampling and a single institutional context (STIE Indonesia Jakarta) may limit the generalizability of the findings to a broader student population. Future research could enhance external validity by including a more diverse sample across multiple universities or employing probability sampling techniques. Additionally, data collected solely through self-reported questionnaires via Google Form, while efficient, inherently carries the risk of response bias. Integrating objective financial data or employing qualitative methods could provide richer, more validated insights into student financial behavior. Nevertheless, this study provides a strong foundation and valuable evidence for educators and policymakers seeking to improve financial education programs within higher education.

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