<![CDATA[Dropout risk in Indonesia is concentrated in coastal and estuarine districts, where household dependence on capture fisheries creates sustained economic pressure on adolescents’ schooling and where financial literacy remains below the national mean. This study examined whether financial literacy—as a global construct and across its knowledge, behavior, attitude, and skills dimensions—and local wisdom-based social studies learning predict dropout risk among lower secondary students in such a setting. All 119 students enrolled in the three state lower secondary schools in Kampung Laut District, Cilacap Regency, Central Java, completed a self- report battery during the odd semester of the 2025/2026 academic year. Three multiple regression models were estimated using assumption testing, heteroscedasticity- consistent (HC 3) standard errors, bootstrap confidence intervals, and item- level sensitivity analysis. Global financial literacy and local- wisdom- based social studies learning, entered together, did not predict dropout risk, F(2, 116) = 1. 47, p =. .235, R ² =. .025. When financial literacy was disaggregated into four dimensions, the model significantly predicted dropout risk, F(4, 114) = 3. 29, p =. .014, R ² =. .103, and remained significant after adding local- wisdom- based learning, F(5, 113) = 3. 09, p =. .012, R ² =. .120. However, the incremental contribution of local- wisdom- based learning was not significant, ΔR ² =. .017, p =. .143. Only financial knowledge was significant, B =- 0. 81, 95% CI [- 1. 31, −0. 31], β = −. .39, p =. .002, and remained robust under HC 3 and bootstrap estimation. Notably, its zero- order correlation with dropout risk was non- significant, r = −. .18, p =. .057, indicating classical suppression; thus, the association reflects unique rather than shared variance. Local wisdom-based instruction showed a positive but non-significant coefficient throughout. These findings support disaggregating financial literacy in dropout research while suggesting that contextualized instruction, as currently enacted, may not address the economic determinants of school leaving.]]>
