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All Journal Jurnal Pendidikan Ekonomi Undiksha Economic Education Analysis Journal
Dharmayasa, Putu Arya
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Economics, Econometrics & Finance Education Social Sciences

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Persepsi Penggunaan QRIS (Quick Response Code Indonesian Standard) sebagai Sistem Pembayaran di Edie Arta Motor Cabang Imam Bonjol Melkianus, Febriana Wenny; Dharmayasa, Putu Arya
Jurnal Pendidikan Ekonomi Undiksha Vol. 17 No. 1 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpe.v17i1.82200

Abstract

This study aims to determine the perception of using QRIS (Quick Response Code Indonesian Standard) as a payment system at Edie Arta Motor Imam Bonjol Branch. The population in this study is consumers who use QRIS at Edie Arta Motor Imam Bonjol Branch. The number of samples used is the number of indicators multiplied by 5-10. The sampling technique in this study is sampling probability. The data in this study was collected by distributing questionnaires. The analysis techniques used are descriptive statistics and inferential statistics. The results of the study show that the public's perception of the use of QRIS as a payment system at Edie Arta Motor Imam Bonjol Singaraja Branch has a positive effect. Risk perception shows a positive influence on the use of QRIS as a payment system. The perception of ease of use also shows a positive influence, and the perception of benefits has a positive influence on the use of QRIS as a payment system at Edie Arta Motor Imam Bonjol Singaraja Branch. The conclusion of this study is that QRIS is well received by consumers and is considered useful and easy to use, although there are some perceived risks.
Reframing Conceptual Mastery in Financial Education: Digital STAD and Cognitive Engagement Dharmayasa, Putu Arya; Fallas, García
Economic Education Analysis Journal Vol. 15 No. 1 (2026): Economic Education Analysis Journal
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eeaj.v15i1.40157

Abstract

Despite the expanding adoption of active and technology-mediated learning in economics education, robust empirical evidence on how digitally supported cooperative designs enhance conceptual mastery remains limited, particularly in teacher-education settings. This study investigates the pedagogical and cognitive effects of integrating the Student Teams Achievement Division (STAD) model with digital media on students’ understanding of money and financial institutions. Using a classroom-based quasi-experimental approach across iterative instructional cycles, data were obtained from structured observations of cognitive engagement and standardized assessments administered to undergraduate economics education students. The results indicate consistent gains in active learning participation and conceptual comprehension, reflected in progressively higher post-intervention scores. These findings suggest that digitally mediated cooperative learning can strengthen engagement and promote deeper conceptual processing. However, the study is constrained by its single-institution context, modest sample size, and quasi-experimental design, which limit causal generalization. The study extends cooperative learning into digital pedagogical environments and offers cautious implications for redesigning concept-focused instruction in higher education economics.
Co-Authors Fallas, García Melkianus, Febriana Wenny