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All Journal JURNAL PENDIDIKAN EKONOMI: Jurnal Ilmiah Ilmu Pendidikan, Ilmu Ekonomi dan Ilmu Sosial International Journal of Research and Community Empowerment
Nurfadilla, Yunika
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Chemistry Economics, Econometrics & Finance Education Mathematics Physics Social Sciences

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PENGARUH DOUBLE TRACK DAN EFIKASI DIRI TERHADAP MINAT BERWIRAUSAHA SISWA YANG DIMODERASI OLEH GENDER DI SMAN 1 DANDER Nurfadilla, Yunika; Wardani, Dewi Kusuma; Nugroho, Jonet Ariyanto
JURNAL PENDIDIKAN EKONOMI: Jurnal Ilmiah Ilmu Pendidikan, Ilmu Ekonomi dan Ilmu Sosial Vol 17 No 2 (2023): SEPTEMBER 2023
Publisher : Economic Education, University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/jpe.v17i2.44163

Abstract

Penelitian ini bertujuan menjelaskan pengaruh program double track terhadap minat berwirausaha, efikasi diri terhadap minat berwirausaha, gender memoderasi hubungan program double track terhadap minat berwirausaha, dan gender memoderasi hubungan efikasi diri terhadap minat berwirausaha peserta didik di SMAN 1 Dander. Teknik sampling pada penelitian ini menggunakan non probability sampling dengan sampel jenuh. Teknik uji validitas dan reliabilitas yang digunakan yaitu korelasi product moment dan Cronbach’s Alpha. Metode penelitian yang digunakan kuantitatif deskriptif yaitu pengumpulan data yang dilakukan peneliti dengan kuesioner yang disebar kepada 60 peserta program double track di SMAN 1 Dander. Berdasarkan analisis data melalui uji t dan koefisien determinasi dengan metode MRA dihasilkan bahwa terdapat pengaruh program double track terhadap minat berwirausaha dibuktikan dengan thitung > ttabel (2,124>2,00247) serta terdapat pengaruh efikasi diri terdapat pengaruh program double track terhadap minat berwirausaha dibuktikan dengan thitung > ttabel (2,159>2,00247), koefisien determinasi (R2) pada regresi ini sebesar 44%. Sedangkan analisis modersai didapatkan hasil bahwa gender tidak memoderasi pengaruh pada penelitian ini dengan hasil thitung < ttabel (-0,172<2,00488) pada program double track, dan thitung < ttabel (-0,995<2,00488) pada efikasi diri, koefisisen determinasi (R2) sebesar 47,6%.
Enhancing Gen Z's Digital Financial Inclusion through Interactive Flipbooks and Contextual Learning: A Participatory Action Research Amalina, Endah Nur; Astriani, Erni; Jawanoko, Nashru Aji; Afdhila, Qory; Prastika, Titis Dwi; Fibrianti, Triska Aulia; Lestari, Wahyu Putri; Nurfadilla, Yunika; Ghofur, Muhammad Abdul; Yusida, Ermita
International Journal of Research and Community Empowerment Vol. 3 No. 2 (2025): August 2025
Publisher : Mitra Edukasi dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58706/ijorce.v3n2.p48-57

Abstract

The low financial inclusion index among 15–17-year-olds, at only 57.96%, highlights an urgent need for targeted interventions. Financial inclusion is an important factor in the growth and development of a country, as well as a driver of the achievement of the SDGs. Therefore, community service activities were carried out focused to increase Gen Z's understanding and active participation in financial services. This community service activity uses the Participatory Action Research (PAR) method, which consists of five stages: Research and Intervention Goals, Assessment of Needs, Action Planning, Action Taking, and Project Outcomes. A total of 427 tenth-grade students from senior high school in Surabaya participated. Interventions included the development and classroom use of interactive flipbooks on Central Banking, Payment Systems, and Payment Instruments, combined with contextual learning activities such as financial education sessions with Bank Indonesia, bank account openings, and hands-on digital transactions (e.g., QRIS, e-wallets, and mobile banking) during a school entrepreneurship bazaar. Data were collected through pre- and post-tests, structured questionnaires, interviews, and behavioral observations. Quantitative analysis was used to measure cognitive gains (test scores) and behavioral indicators (account openings and digital transaction frequency). The results showed a significant increase in students’ knowledge and participation in formal financial systems. The combination of interactive digital media and contextual experiential learning effectively bridged the gap between Gen Z’s digital potential and their financial inclusion. This model can be scaled nationally to support inclusive economic development among youth.
Co-Authors Afdhila, Qory Amalina, Endah Nur Astriani, Erni Dewi Kusuma Wardani Ermita Yusida Fibrianti, Triska Aulia Jawanoko, Nashru Aji Jonet Ariyanto Nugroho, Jonet Ariyanto Lestari, Wahyu Putri MUHAMMAD ABDUL GHOFUR Prastika, Titis Dwi