<![CDATA[Financial literacy is not limited to knowledge of financial concepts but also concerns the ability to apply knowledge, attitudes, and skills in everyday financial decisions. This study examines financial literacy among teaching staff at Sekolah Kristen Aletheia (SKA) Jember, with particular attention to financial knowledge, financial behaviour, personal financial goals, and the role of the school as an adult-learning environment. The study employed a qualitative case-study approach using in-depth interviews, participatory observation, and document analysis. Analysis of eight teaching-staff participants (three kindergarten, three elementary, and two junior-high participants) shows varied financial conditions and practices. Some participants had additional household or business income and used gold savings, rotating savings groups, Credit Union savings, or, in one case, stocks. Others mainly relied on teacher honoraria and faced constraints in saving and developing assets. Participants also highlighted limited income, time, networks, and knowledge for finding suitable additional work, alongside concerns about old-age financial security. The school provided interest-free internal loans but had not implemented systematic financial-literacy learning. The findings support a workplace-based adult-learning approach combined with realistic facilitation for financial planning and economic-capacity development.]]>
Copyrights © 2026
