Fitra Ria Silvada, Risa Lailatul, Nia Rifvany, Adinda Nadya Firmannsyah

LITERASI EKONOMI DAN PERILAKU KEUANGAN SISWA: DAMPAK EDUKASI PENGELOLAAN UANG SAKU MELALUI SKALA PRIORITAS DAN PENCATATAN KEUANGAN

Introduction

Literasi ekonomi dan perilaku keuangan siswa: dampak edukasi pengelolaan uang saku melalui skala prioritas dan pencatatan keuangan . Dampak edukasi pengelolaan uang saku terhadap literasi ekonomi & perilaku keuangan siswa. Pelajari skala prioritas, pencatatan keuangan, perencanaan, dan kebiasaan menabung yang sehat.

Abstract

Penelitian ini bertujuan untuk menganalisis dampak edukasi pengelolaan uang saku terhadap perilaku keuangan siswa sekolah menengah dengan fokus pada penerapan skala prioritas dan pencatatan keuangan sederhana. Penelitian menggunakan pendekatan kualitatif deskriptif dengan metode studi kasus, yang dilakukan melalui observasi dan wawancara pada sejumlah siswa yang mendapatkan edukasi terkait pengelolaan uang saku. Hasil penelitian menunjukkan bahwa edukasi pengelolaan uang saku berpengaruh positif terhadap perubahan perilaku keuangan siswa. Siswa mulai mampu membedakan antara kebutuhan primer dan keinginan sekunder, serta menunjukkan pola pengeluaran yang lebih terarah. Kebiasaan mencatat arus keuangan sederhana juga mulai berkembang, meskipun konsistensi masih menjadi tantangan bagi sebagian siswa. Selain itu, ditemukan adanya kecenderungan siswa untuk menabung meskipun dalam jumlah kecil, yang mengindikasikan munculnya orientasi perencanaan keuangan jangka pendek. Namun demikian, penelitian juga mengungkap bahwa faktor eksternal, seperti pengaruh teman sebaya dan lingkungan sosial, masih berpengaruh terhadap perilaku konsumtif siswa. Temuan ini menegaskan bahwa edukasi literasi keuangan sejak dini berperan penting dalam membentuk perilaku keuangan yang sehat, tetapi keberhasilannya membutuhkan dukungan dari sekolah dan keluarga agar dapat diterapkan secara konsisten.

Review

This paper presents a timely and relevant investigation into the impact of pocket money management education on the financial behavior of secondary school students. Focusing on practical tools like priority scales and simple financial recording, the study employs a qualitative descriptive case study approach, utilizing observation and interviews to gather nuanced insights. The core finding—that such education positively influences students' financial behavior, leading to a better differentiation between needs and wants, more directed spending, and nascent saving habits—underscores the potential of early intervention. The topic is undeniably crucial in fostering responsible financial habits from a young age, and the study provides valuable preliminary evidence for the efficacy of specific educational strategies. A key strength of this research lies in its clear focus on actionable educational components that directly address common pitfalls in youth financial management. The qualitative methodology effectively captures the emerging behavioral shifts, such as the development of basic financial recording habits and an orientation towards short-term financial planning. These findings provide practical implications for educators and curriculum designers, demonstrating that explicit teaching of priority setting and financial tracking can indeed initiate positive changes in student spending and saving patterns. The emergence of saving, even in small amounts, is particularly encouraging, indicating a shift towards a more proactive financial mindset among the students. However, the study also transparently highlights areas requiring further attention and research. The acknowledgement that consistency in financial recording remains a challenge and that external factors like peer influence continue to affect consumptive behavior points to the complex interplay of internal learning and external social dynamics. Future research could greatly benefit from exploring strategies to enhance the long-term consistency of these learned behaviors, perhaps through gamification or parental involvement. Additionally, investigating how schools and families can collaboratively reinforce financial education to mitigate negative external influences would provide a more comprehensive framework for sustainable behavioral change. A deeper analysis into the specific mechanisms through which peer pressure manifests and how students can be empowered to resist it could further enrich this important line of inquiry.

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