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The Effect of Financial Literacy, Economic Literacy, and Entrepreneurial Literacy on Entrepreneurial Behavior Susanti Susanti; Reza Ayu Palupi; Ernanda Nur Hamidah
Dinamika Pendidikan Vol 17, No 2 (2022): December 2022
Publisher : Fakultas Ekonomi, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v17i2.37926

Abstract

This study aimed to determine the effect of economic literacy, financial literacy, and entrepreneurial literacy on entrepreneurial behavior for State High School Students in Surabaya. This study used quantitative research with population of class XI and XII students from several of all public schools in Surabaya. Sampling used purposive samples with 50 respondents. Data collection techniques used questionnaires and tests and used descriptive analysis techniques and multiple linear regression analysis with classical assumption test, namely normality test, multicollinearity test, heteroscedasticity test by using SPSS. The results of this study are (1) economic literacy, financial literacy, and entrepreneurial literacy had a simultaneous effect on entrepreneurial behavior with F-count of 29.925 F-table 2.73 and a significance of 0.000 0.05. (2) Economic literacy partially had a significant effect on the entrepreneurial behavior of public high school students in Surabaya. (3) Financial literacy did not partially affect the entrepreneurial behavior of State Senior High School students in Surabaya. (4) entrepreneurial literacy partially had a significant effect on the entrepreneurial behavior of state high school students in Surabaya. Based on the conclusions above, researchers provide suggestions in the form of support so that in the future students are able to manage finances wisely, students continue to deepen their knowledge of finance, economics and entrepreneurship from various sources so that they can improve entrepreneurial behavior and further researchers are expected to be able to develop similar research by adding other independent variables and adding moderating variables with the hope can provide more accurate results regarding entrepreneurial behavior.
PRIMARY STUDENTS' MATHEMATICAL LITERACY: A CASE STUDY Rooselyna Ekawati; Susanti Susanti; Jian-Cheng Chen
Jurnal Infinity Vol 9 No 1 (2020): Volume 9, Number 1, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v9i1.p49-58

Abstract

This paper analyses Indonesian primary students’ Mathematical literacy in solving PISA like problems. The instruments were administered to 254 sixth graders from five different regions in Surabaya, Indonesia with various social background. There were three contents (quantity, Uncertainty and data, space and shape) and three level problems (High, Medium and Easy) used to develop Mathematics Literacy Test (MLT). Three students’ categories (Good, Middle and Low) were established by cluster analysis methodology. The most students’ challenge on MLT was space and shape as well as uncertainty and data’s content problem. The description of profile of primary students’ mathematical literacy related to MLT are worthy to suggest the design of learning lines for primary students to have more opportunity to learn and solve Mathematics literacy problem.
Literasi dan Edukasi Keuangan Waspada Investasi Bodong Guru Migran Sekolah Indonesia di Arab Saudi Abdul Mongid; Susanti Susanti; Anang Kistyanto; Moch. Khoirul Anwar; Badrus Sholeh
Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Vol. 7 No. 2 (2026)
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/amalilmiah.v7i2.778

Abstract

PKM-I ini merupakan implementasi dan evaluasi program literasi keuangan dan edukasi pendidikan investasi bagi guru-guru Sekolah Indonesia di bawah Kedutaan Besar Republik Indonesia di Arab Saudi. Program ini bertujuan berhasil meningkatkan pemahaman para guru dan tenaga pendidikan tentang literasi keuangan dan identifikasi skema investasi penipuan (investasi bodong) sebesar 34%, termasuk skema Ponzi. Kegiatan-kegiatan tersebut disampaikan melalui sesi pelatihan, diskusi berbasis kasus, dan evaluasi lanjutan menggunakan kuesioner google form. Hasil evaluasi menunjukkan bahwa meskipun peserta menunjukkan pemahaman dasar tentang konsep keuangan, sejumlah besar peserta tetap rentan ketika dihadapkan pada tawaran investasi yang menjanjikan imbal hasil tinggi dengan janji risiko rendah. Hal ini menunjukkan bahwa literasi keuangan dan kesadaran peserta terhadap risiko investasi masih tidak merata, suatu keadaan harus diatasi. Temuan ini menekankan pentingnya pendidikan keuangan yang berkelanjutan dan terstruktur untuk memperkuat pengambilan keputusan keuangan dan mengurangi paparan terhadap penipuan investasi. Meningkatkan literasi keuangan guru juga secara strategis penting, karena mereka dapat mentransfer pengetahuan keuangan yang baik kepada siswa yang bermanfaat bagi siswa.