Articles
<![CDATA[Determinan Kesiapan Berwirausaha Siswa SMK: Peran Pengetahuan Kewirausahaan, Dukungan Sosial, dan Efikasi Diri ]]>
<![CDATA[Regita Ari Ramadhanti]]>;
<![CDATA[Rendra Gumilar]]>;
<![CDATA[Astri Srigustini]]>
<![CDATA[ JURNAL LENTERA [PENDIDIKAN PUSAT PENELITIAN LPPM UM METRO] Vol 11 No 1 (2026): Jurnal Lentera Pendidikan Pusat Penelitian LPPM UM Metro ]]>
Publisher : <![CDATA[LPPM UM Metro ]]>
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DOI: 10.24127/jlpp.v11i1.5122
<![CDATA[This study was motivated by the low level of entrepreneurial readiness among vocational high school students, even though the competency standards for vocational high school graduates are designed to prepare them for employment and entrepreneurship. The objective of this study is to determine the influence of entrepreneurial knowledge, social support, and self-efficacy on students’ entrepreneurial readiness. The research approach is quantitative using a survey method. The population of this study consists of 634 eleventh-grade students at SMK Negeri 1 Ciamis for the academic year 2025/2026. The sampling technique used is proportionate stratified random sampling, with a sample size of 245 students. The results of the study indicate that: 1) Entrepreneurial knowledge has a positive and significant effect on students’ entrepreneurial readiness. 2) Social support has a positive and significant effect on students’ entrepreneurial readiness. 3) Self-efficacy has a positive and significant effect on students’ entrepreneurial readiness. 4) Entrepreneurial knowledge, social support, and self-efficacy have a positive and significant influence on students’ entrepreneurial readiness. It can be concluded that students’ entrepreneurial readiness is shaped by the integration of cognitive aspects,the social environment, and internal beliefs that mutually influence one another in solidifying students’ career choices to become entrepreneurs. ]]>
<![CDATA[Pengaruh Pemanfaatan Financial Technology (Fintech) dan Gaya Hidup Konsumtif terhadap Manajemen Keuangan Pribadi Siswa ]]>
<![CDATA[Muhamad Rendi Karmulloh]]>;
<![CDATA[Astri Srigustini]]>;
<![CDATA[Kurniawan kurniawan]]>
<![CDATA[ JURNAL LENTERA [PENDIDIKAN PUSAT PENELITIAN LPPM UM METRO] Vol 11 No 1 (2026): Jurnal Lentera Pendidikan Pusat Penelitian LPPM UM Metro ]]>
Publisher : <![CDATA[LPPM UM Metro ]]>
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DOI: 10.24127/jlpp.v11i1.5232
<![CDATA[The rapid development of Financial Technology (FinTech) among the younger generation has made financial transactions more convenient, but it also has the potential to encourage a consumerist lifestyle that can affect students’ personal financial management. Students’ awareness of financial planning and control remains low. This study aims to analyze the influence of FinTech usage and a consumerist lifestyle on the personal financial management of students at State High School 3 Tasikmalaya, both partially and simultaneously. This study employs a quantitative approach using a survey method and an associative-causal design. The study population consists of 1,260 students, with a sample of 306 respondents selected using proportionate stratified random sampling. Data were collected via a Likert-scale questionnaire and analyzed using multiple linear regression with the aid of SPSS. The results indicate that the use of FinTech and a consumerist lifestyle, both partially and simultaneously, significantly influence students’ personal financial management. Thus, students’ personal financial management is influenced by external factors such as the use of FinTech and internal factors such as a consumerist lifestyle.]]>
<![CDATA[PENGARUH REINFORCEMENT POSITIF, STUDENT CURIOSITY DAN PARENTAL INVOLVEMENT TERHADAP STUDENT ENGAGEMENT ]]>
<![CDATA[Rizal Malik Pratama]]>;
<![CDATA[Ati Sadiah]]>;
<![CDATA[Astri Srigustini]]>
<![CDATA[ Promosi: Jurnal Program Studi Pendidikan Ekonomi Vol 14 No 1 (2026): Promosi ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/jp.v14i1.12233
<![CDATA[Penelitian ini berdasarkan latar belakang dari analisis rendahnya keterlibatan peserta didik dalam pembelajaran di kelas. Penelitian ini memiliki tujuan untuk menganalisis pengaruh reinforcement positif, student curiosity, dan parental involvement terhadap student engagement. Penelitian ini menerapkan jenis penelitian kuantitatif dengan metode survei melalui pendekatan desain eksplanatori. Sampel penelitian ini sebanyak 206 dari peserta didik kelas X1 SMA Negeri 1 Kota Tasikmalaya.Teknik pengambilan sampel penelitian menerapkan probability sampling melalui pendekatan simple random sampling. Perolehan data menggunakan kuesioner dengan berbantuan alat analisis SPSS versi 26 dan menerapkan analisis regresi berganda. Hasil penelitian ini menjelaskan bahwa terdapat pengaruh antara reinforcement positif, student curiosity, dan parental involvement terhadap student engagement baik secara parsial maupun simultan. Selain itu, reinforcement positif, student curiosity, dan parental involvement berpengaruh secara simultan terhadap student engagement dengan nilai fhitung > ftabel yakni sebesar 1372,794 > 2,650. Kesimpulan dari penelitian ini yakni reinforcement positif, student curiosity, dan parental involvement berpengaruh secara bersama-sama terhadap student engagement peserta didik.]]>
<![CDATA[The Impact of Digital Financial Literacy on Financial Behaviour and Financial Well-Being of Rural Millennials ]]>
<![CDATA[Sri Hardianti Sartika]]>;
<![CDATA[Astri Srigustini]]>;
<![CDATA[Allicia Deana Santosa]]>
<![CDATA[ Jurnal Inovasi Pendidikan Ekonomi Vol. 16 No. 1 (2026): Jurnal Inovasi Pendidikan Ekonomi ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jipe.v16.i1.31
<![CDATA[This study investigates the role of digital financial literacy in shaping the financial well-being of millennials residing in rural areas of West Java, with financial behaviour serving as a mediating variable. Employing a quantitative explanatory survey design, data were collected from 315 millennial respondents and analysed using descriptive statistics and path analysis. The findings reveal that digital financial literacy exerts a significant but negative effect on both financial behaviour and financial well-being. Financial behaviour is also found to significantly influence financial well-being, indicating that higher engagement with financial activities does not necessarily translate into improved financial outcomes. These results suggest that increased exposure to and understanding of digital financial services may encourage consumptive practices and over-reliance on digital credit when not accompanied by prudent financial management. The study highlights that digital financial literacy alone is insufficient to enhance financial well-being unless it is integrated with responsible financial behaviour and effective risk awareness. Consequently, targeted financial education and stronger regulation of digital financial services are essential to improving the long-term financial well-being of rural millennials.]]>
<![CDATA[Penerapan Model Pembelajaran Kooperatif Tipe Team Games Tournament Berbantuan Media Jigsaw Puzzle Dalam Meningkatkan Hasil Belajar Peserta Didik ]]>
<![CDATA[Yeni Oktaviani]]>;
<![CDATA[Gugum Gumilar]]>;
<![CDATA[Astri Srigustini]]>
<![CDATA[ Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 6 No. 2 (2026): Juli: Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) ]]>
Publisher : <![CDATA[Pusat Riset dan Inovasi Nasional ]]>
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DOI: 10.55606/jurdikbud.v6i2.11961
<![CDATA[This study was motivated by the low learning outcomes of students in Economics. The low learning outcomes indicate the need for the implementation of a learning model that can increase students' engagement in the learning process. This study aimed to determine the effectiveness of the Team Games Tournament (TGT) cooperative learning model assisted by Jigsaw Puzzle media in improving students' learning outcomes compared to the conventional learning model using the lecture method.This study employed a quantitative approach with a quasi-experimental method and a non-equivalent control group design. The population consisted of all eleventh-grade students of SMAN 3 Tasikmalaya who took the Economics specialization, totaling 179 students. The research sample consisted of class XI-F.5 as the experimental class and class XI-F.12 as the control class, selected using a purposive sampling technique. Data were collected through learning outcome tests in the form of pretests and posttests. The obtained data were analyzed using SPSS Statistics 25.0 software.The results showed a difference in the improvement of learning outcomes between the experimental and control classes. Based on the N-Gain analysis, the experimental class obtained a score of 0.74, which was categorized as high, while the control class obtained a score of 0.53, which was categorized as moderate. Therefore, it can be concluded that the Team Games Tournament (TGT) cooperative learning model assisted by Jigsaw Puzzle media is more effective in improving students' learning outcomes in Economics among eleventh-grade students at SMAN 3 Tasikmalaya.]]>
<![CDATA[Penerapan Model Pembelajaran Problem Based Learning (PBL) Terhadap Kemampuan Pemecahan Masalah Siswa Pada Mata Pelajaran Ekonomi ]]>
<![CDATA[Sopi Nursopiani]]>;
<![CDATA[Astri Srigustini]]>;
<![CDATA[Ati Sadiah]]>
<![CDATA[ Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 6 No. 2 (2026): Juli: Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) ]]>
Publisher : <![CDATA[Pusat Riset dan Inovasi Nasional ]]>
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DOI: 10.55606/jurdikbud.v6i2.11981
<![CDATA[The problem addressed in this study was the low level of students’ problem-solving ability. This study aimed to improve students’ problem-solving ability in Economics through the implementation of the Problem Based Learning (PBL) model in Grade X-E of SMA Negeri 7 Tasikmalaya. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The population consisted of all Grade X-E students of SMA Negeri 7 Tasikmalaya in the 2025/2026 academic year. The sample comprised Class X-E7 as the experimental group and Class X-E11 as the control group, selected through purposive sampling. The results revealed an improvement in students’ problem-solving ability in both groups. The Independent Samples t-Test showed a significance value of 0.014 (< 0.05), indicating a significant difference in problem-solving ability between the experimental and control groups. The N-Gain score of the experimental group was 0.71, categorized as high, while the control group obtained a score of 0.66, categorized as moderate. Furthermore, the effect size value of 0.47 indicated a moderate effect. Therefore, the Problem Based Learning (PBL) model was found to be more effective than conventional learning in improving students’ problem-solving ability in Economics.]]>
<![CDATA[Penerapan Model Pembelajaran Kooperatif Tipe Team Games Tournament Berbantuan Media Jigsaw Puzzle Dalam Meningkatkan Hasil Belajar Peserta Didik ]]>
<![CDATA[Yeni Oktaviani]]>;
<![CDATA[Gugum Gumilar]]>;
<![CDATA[Astri Srigustini]]>
<![CDATA[ Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 6 No. 2 (2026): Juli: Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) ]]>
Publisher : <![CDATA[Pusat Riset dan Inovasi Nasional ]]>
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DOI: 10.55606/jurdikbud.v6i2.11961
<![CDATA[This study was motivated by the low learning outcomes of students in Economics. The low learning outcomes indicate the need for the implementation of a learning model that can increase students' engagement in the learning process. This study aimed to determine the effectiveness of the Team Games Tournament (TGT) cooperative learning model assisted by Jigsaw Puzzle media in improving students' learning outcomes compared to the conventional learning model using the lecture method.This study employed a quantitative approach with a quasi-experimental method and a non-equivalent control group design. The population consisted of all eleventh-grade students of SMAN 3 Tasikmalaya who took the Economics specialization, totaling 179 students. The research sample consisted of class XI-F.5 as the experimental class and class XI-F.12 as the control class, selected using a purposive sampling technique. Data were collected through learning outcome tests in the form of pretests and posttests. The obtained data were analyzed using SPSS Statistics 25.0 software.The results showed a difference in the improvement of learning outcomes between the experimental and control classes. Based on the N-Gain analysis, the experimental class obtained a score of 0.74, which was categorized as high, while the control class obtained a score of 0.53, which was categorized as moderate. Therefore, it can be concluded that the Team Games Tournament (TGT) cooperative learning model assisted by Jigsaw Puzzle media is more effective in improving students' learning outcomes in Economics among eleventh-grade students at SMAN 3 Tasikmalaya.]]>
<![CDATA[Penerapan Model Pembelajaran Problem Based Learning (PBL) Terhadap Kemampuan Pemecahan Masalah Siswa Pada Mata Pelajaran Ekonomi ]]>
<![CDATA[Sopi Nursopiani]]>;
<![CDATA[Astri Srigustini]]>;
<![CDATA[Ati Sadiah]]>
<![CDATA[ Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 6 No. 2 (2026): Juli: Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) ]]>
Publisher : <![CDATA[Pusat Riset dan Inovasi Nasional ]]>
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DOI: 10.55606/jurdikbud.v6i2.11981
<![CDATA[The problem addressed in this study was the low level of students’ problem-solving ability. This study aimed to improve students’ problem-solving ability in Economics through the implementation of the Problem Based Learning (PBL) model in Grade X-E of SMA Negeri 7 Tasikmalaya. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The population consisted of all Grade X-E students of SMA Negeri 7 Tasikmalaya in the 2025/2026 academic year. The sample comprised Class X-E7 as the experimental group and Class X-E11 as the control group, selected through purposive sampling. The results revealed an improvement in students’ problem-solving ability in both groups. The Independent Samples t-Test showed a significance value of 0.014 (< 0.05), indicating a significant difference in problem-solving ability between the experimental and control groups. The N-Gain score of the experimental group was 0.71, categorized as high, while the control group obtained a score of 0.66, categorized as moderate. Furthermore, the effect size value of 0.47 indicated a moderate effect. Therefore, the Problem Based Learning (PBL) model was found to be more effective than conventional learning in improving students’ problem-solving ability in Economics.]]>
<![CDATA[Pengaruh Literasi Digital dan Self-Regulated Learning terhadap Prestasi Akademik Ekonomi Siswa Kelas X ]]>
<![CDATA[Rina Herlina]]>;
<![CDATA[Edi Fitriana Afriza]]>;
<![CDATA[Astri Srigustini]]>
<![CDATA[ EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 8, No 3 (2026): Juni ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/edukatif.v8i3.9232
<![CDATA[Rendahnya capaian prestasi akademik siswa dalam mata pelajaran Ekonomi menjadi tantangan nyata di era transformasi digital. Meskipun siswa memiliki kesempatan yang sama untuk mengintegrasikan teknologi informasi dalam pembelajaran, kenyataannya setiap individu memiliki kapasitas regulasi diri dan respons kognitif yang berbeda. Maka penelitian ini bertujuan untuk menguji secara empiris pengaruh literasi digital dan self-regulated learning (SRL) terhadap prestasi akademik Ekonomi siswa. Penelitian menggunakan metode kuantitatif dengan pendekatan survey terhadap 192 siswa kelas X SMAN 1 Cisaga TA 2025/2026 sebagai sampel jenuh. Data primer dihimpun menggunakan instrumen kuesioner terstruktur berskala Likert. Analisis data diolah menggunakan Moderated Regression Analysis (MRA) untuk menguji SRL sebagai faktor dari pengaruh literasi digital terhadap prestasi akademik. Hasil statistik membuktikan literasi digital berpengaruh positif (Sig. 0.000 < 0.05), self-regulated learning berpengaruh positif ( Sig. 0.000 < 0.05). Namun, SRL tidak mampu memoderasi pengaruh literasi digital terhadap prestasi akademik (Sig. 0.404 > 0.05) melainkan bertindak sebagai independen langsung atau predictor moderator. Simpulan penelitian menunjukkan bahwa kemampuan literasi digital dan SRL pada siswa tidak berkolaborasi secara multiplikatif, melainkan berpengaruh langsung secara terpisah pada capaian prestasi akademik. Dengan begitu, guru dan pihak sekolah disarankan menerapkan desain pembelajaran terbimbing guna memperkuat regulasi diri sekaligus mengoptimalkan kecakapan literasi digital siswa.]]>
<![CDATA[PENGARUH SELF EFFICACY DAN DUKUNGAN ORANG TUA TERHADAP HASIL BELAJAR EKONOMI SISWA MELALUI MOTIVASI BELAJAR ]]>
<![CDATA[Gema Hartini]]>;
<![CDATA[Astri Srigustini]]>;
<![CDATA[Ai Nur Solihat]]>
<![CDATA[ Jurnal Economic Edu Vol. 6 No. 02 (2026): Januari ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Bengkulu ]]>
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DOI: 10.36085/jee.v6i02.8509
<![CDATA[Penelitian ini dilakukan bertujuan untuk mengetahui pengaruh self efficacy dan dukungan orang tua terhadap motivasi belajar serta implikasinya terhadap hasil belajar siswa pada mata pelajaran ekonomi kelas X di SMA Negeri 5 Kota Tasikmalaya. Dalam penelitian ini menggunakan metode survei dengan pendekatan kuantitatif, teknik pengambilan sampel probability sampling dengan cara sample random sampling dengan jumlah sebanyak 203 orang. Berdasarkan hasil penelitian menggunakan Path Analysis ditemukan bahwa self efficacy berpengaruh terhadap motivasi belajar, kemudian dukungan orang tua berpengaruh terhadap motivasi belajar. Selanjutnya, self efficacy berpengaruh terhadap hasil belajar, dukungan orang tua berpengaruh terhadap hasil belajar dan motivasi belajar berpengaruh terhadap hasil belajar. Kemudian self efficacy berpengaruh terhadap hasil belajar melalui motivasi belajar dan dukungan orang tua berpengaruh terhadap hasil belajar melalui motivasi belajar. Dari hasil penelitian tersebut diharapkan peserta didik mampu meningkatkan motivasi belajar serta hasil belajar dengan optimal. Kata Kunci: Self Efficacy, Dukungan Orang Tua, Motivasi Belajar, Hasil Belajar]]>
