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All Journal Jurnal Pemberdayaan Masyarakat
Nofriansyah Nofriansyah
Universitas Pendidikan Indonesia, Indonesia
Social Sciences

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Financial Literacy Meets Lifestyle: Understanding the Behavioral Pathways to Effective Financial Management Among Generation Z Endang Supriatna; Disman Disman; Eeng Ahman; Amir Machmud; Nofriansyah Nofriansyah; Ramdan Nugraha
Jurnal Pemberdayaan Masyarakat Vol 5, No 2 (2026): Article in Press
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v5i2.753

Abstract

This study examines the structural relationships among financial literacy, lifestyle, and financial management behavior among Generation Z university students in Indonesia, addressing concerns about weak financial decision-making amid increasing digital consumption and lifestyle-oriented spending. A quantitative explanatory design was employed, involving 250 undergraduate students selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using partial least squares structural equation modeling (PLS-SEM). The findings indicate that financial literacy has a significant positive effect on financial management behavior both directly and indirectly through lifestyle, confirming lifestyle as a key mediating variable. This result reinforces that financial knowledge alone is insufficient unless it is internalized into daily lifestyle patterns that guide financial decisions. This study contributes theoretically by positioning lifestyle as a behavioral transmission mechanism linking financial literacy to financial management behavior, thereby extending behavioral finance and planned behavior perspectives in a Generation Z context. In practice, the findings offer insights for designing holistic financial education programs that integrate financial knowledge with lifestyle-oriented and behaviorally tailored interventions for digitally native youth.
Problem-Based Learning E-Modules to Improve Students' 21st-Century Skills: A Systematic Literature Review Meirani Meirani; Nofriansyah Nofriansyah; Badeni Badeni; Osa Juarsa; Muhammad Kristiawan; Eko Risdianto; Yusupov Komaliddin Bakhtiyor Ugli
Jurnal Pemberdayaan Masyarakat Vol 5, No 1 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v5i1.640

Abstract

This systematic literature review examines the effectiveness of Problem-Based Learning (PBL) e-modules in developing students' 21st-century skills by synthesizing ten Scopus-indexed empirical studies published between 2015 and 2025. Motivated by the growing demand for student-centered and technology-integrated learning, this review aims to consolidate evidence on how PBL-oriented digital modules support key competencies. Following the PRISMA guidelines, the study employed a transparent selection process and combined thematic synthesis with bibliometric analysis (VOSviewer) to identify research trends, dominant themes, and learning outcomes. The findings indicate that PBL e-modules consistently enhance critical thinking, collaboration, communication, and creativity, with the strongest effects reported in critical thinking and collaborative performance. Student motivation and autonomy emerged as important mediating factors, while variations in instructional design and digital platform quality influenced effectiveness across contexts. These results imply that well-structured PBL design and purposeful digital integration are critical for maximizing the impact of e-modules on 21st-century skills, while also highlighting methodological gaps for future research.
Integrating Digital Literacy and Life Skills in Special Education: Evidence from Systematic Literature Review Rahmat Ariyanto; Budi Susetyo; Endang Rochyadi; Juhanaini Juhanaini; Nofriansyah Nofriansyah; Sapikzal Pratama
Jurnal Pemberdayaan Masyarakat Vol 5, No 2 (2026): Article in Press
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v5i2.803

Abstract

The integration of digital literacy and life skills is essential for developing independent living skills among students with special needs in the digital age. However, despite the growing scholarly interest in integrating digital literacy and life skills for students with special needs, there is a need to explore their implementation in the context of special education. This is to fill the existing knowledge gap in providing evidence-based recommendations to curriculum developers and policymakers. This systematic review is conducted in accordance with the PRISMA 2020 guidelines. A total of 28 studies were selected from 1,847 initial records through a comprehensive screening and quality assessment process by the Mixed Methods Appraisal Tool. The results of the systematic review show positive outcomes in the integration of digital literacy and life skills in the development of independent living skills (85%), social communication skills (78%), and vocational skills (72%). Technology-based approaches, such as mobile applications (64.3%) and assistive technologies (42.9%), were also effective in meeting the needs of students with special needs. The quality of the 28 studies is high, with a mean quality score of 85.4%, indicating high methodological rigor. Theoretically, the systematic review makes a new contribution to the integration of digital literacy and life skills by providing a framework for integrating digital literacy competencies with functional life skills. This is a new contribution to the existing literature, which has so far treated the two constructs in isolation. In practice, the systematic review provides evidence-based recommendations for teachers of students with special needs to undergo digital literacy pedagogy training. In addition, the systematic review recommends that government policy procure assistive technologies through the national education budget. Finally, the systematic review recommends that individualized digital learning plans be part of the support system for students with special needs.
Co-Authors Amir Machmud Badeni Badeni Budi Susetyo Disman Disman Eeng Ahman, Eeng Eko Risdianto Endang Rochyadi Endang Supriatna Juhanaini Juhanaini Meirani Meirani Muhammad Kristiawan Osa Juarsa Rahmat Ariyanto Ramdan Nugraha Sapikzal Pratama Yusupov Komaliddin Bakhtiyor Ugli