Financial Literacy of Pre-Service Economics Teachers in Indonesia

Crossmark

Article Sidebar

Page Numbers: 41-50
Download PDF
Published: Jan 18, 2026
Digital Object Identifier:
Save this to:
Save to Mendeley Download RIS

Article Metrics:
Viewed: 195 times
Downloaded: 93 times
Article can trace at:

Author Fee:
Free Publication Fees for Foreign Researchers (USD 0.00)
Check for article on SINTA:

LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers

Connected Papers:
Connected Papers


Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.


Authors:
Muhamad Supian1*, Ribut Wahyu Eriyanti2
Copyright :

Authors retain copyright and grant the journal right of first publication.

Explore Our Journals
Find the journal that best fits your research. If this journal does not match your manuscript’s scope, explore our portfolio below to select a more suitable publication venue.

Main Article Content

Muhamad Supian
Universitas Muhammadiyah Malang, Indonesia
Ribut Wahyu Eriyanti
Universitas Muhammadiyah Malang, Indonesia

Abstract

Financial literacy has become a core competence in the digital economy, particularly for pre-service teachers who are expected to model and transmit sound financial practices to future generations, yet empirical evidence continues to show a persistent gap between awareness and actual competence among university students. This study aims to examine the multidimensional financial literacy profiles of pre-service economics teachers in Indonesia and to identify implications for teacher education in digitally mediated contexts. A quantitative descriptive survey design was employed, involving 100 pre-service economics teachers selected through purposive sampling. Data were collected using a validated questionnaire measuring financial knowledge, financial behaviour, and financial attitudes, and were analysed using descriptive statistics and Pearson correlation in SPSS 26. The findings reveal two central paradoxes: high awareness of financial literacy is not accompanied by adequate financial knowledge, and extensive engagement with digital financial services does not correspond with a sound understanding of financial risk. Participants demonstrated moderately positive financial attitudes and high levels of digital financial usage, yet exhibited low-to-moderate financial knowledge and inconsistent long-term financial behaviour. These results contribute to the theoretical development of multidimensional financial literacy by positioning it as a pedagogical competence in teacher education and highlight the misalignment between digital financial engagement and substantive financial capability. The study concludes that pre-service economics teachers require applied, reflective, and digitally grounded financial literacy learning experiences, and recommends curriculum redesign in teacher education programs to integrate case-based learning, digital finance simulations, and reflective practices, thereby strengthening future teachers’ readiness to deliver credible and effective financial education.

Keywords:
Download Full-Text PDF Direct PDF file • 8850.pdf
Share Article:

Citation Metrics:

Scopus

Downloads

Download data is not yet available.

Citation Metrics & Similar Scopus Articles

Data source Crossref
0
citations
Citation counts are source-specific and may differ because database coverage, reference matching, and update schedules are different. Counts are not added together. Crossref values represent citation links registered and matched by Crossref.
Check Secondary Documents in Scopus
Open this article in Scopus, then check the Secondary documents tab. Use Manual Citation Fallback only for counts you have verified manually.
Open in Scopus
Similar Scopus Articles
Scopus
  1. Angraini L.M. (2027)
    Integrating Computational Thinking and Islamic Values in Geometry Learning: Effects on Pre-Service Primary Teachers’ Conceptual Understanding
    Asean Journal of Educational Research and Technology, 6(1), 67-78
  2. Siringoringo L.P. (2027)
    Overcoming geothermal development barriers in Indonesia: A narrative policy review of sedimentary basin-based geothermal development
    Unconventional Resources, 17
  3. Khasanah A.N. (2027)
    Self-Health Literacy Among Students in Islamic School Science Education: A Comparative Analysis Across Gender, Grade Level, and School Context
    Asean Journal of Educational Research and Technology, 6(1), 93-106

Article Details

How to Cite
Supian, M., & Eriyanti, R. W. (2026). Financial Literacy of Pre-Service Economics Teachers in Indonesia. EDUMALSYS Journal of Research in Education Management, 4(1), 41-50. https://doi.org/10.58578/edumalsys.v4i1.8850

Creative Commons License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

References

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T

Asrofi, A., Widodo, J., Zuhriah, N., Eriyanti, R. W., Iswatiningsih, D., & Sunaryo, H. (2025). Speech recognition and chatbot: Innovation in Indonesian language learning for Generation Z in the digital era. Assyfa Learning Journal, 3(2), 1–12. https://doi.org/10.61650/alj.v3i2.712

Assingkily, M. S., & Putri, N. (2023). An integrated system for learning quality management based on the Tridharma of Higher Education. EDUMALSYS Journal of Research in Education Management, 1(1), 10–21. https://doi.org/10.58578/edumalsys.v1i1.1313

Chen, H., & Volpe, R. P. (1998). An analysis of personal financial literacy among college students. Financial Services Review, 7(2), 107–128. https://doi.org/10.1016/S1057-0810(99)80006-7

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE.

Eriyanti, R. W., Cholily, Y. M., & Masduki, M. (2022). Meningkatkan Kreativitas Guru dalam Inovasi Pembelajaran Berbasis HOTS untuk Mengembangkan Berpikir Kritis dan Kreatif Siswa. To Maega: Jurnal Pengabdian Masyarakat, 5(3), 416–428. https://ojs.unanda.ac.id/index.php/tomaega/article/view/1176 [Access restricted]

Finn, K. (2023). Pre-service teachers applying culturally responsive critical pedagogy. Waikato Journal of Education, 28(1), 27–39. https://wje.org.nz/index.php/WJE/article/view/918 [Access restricted]

Huston, S. J. (2010). Measuring financial literacy. Journal of Consumer Affairs, 44(2), 296–316. https://onlinelibrary.wiley.com/doi/10.1111/j.1745-6606.2010.01170.x [Access restricted]

Kasimu, A., & Jamilu, U. M. (2024). The role of financial literacy in enhancing entrepreneurial competencies among business education students in Nigerian colleges of education. EDUMALSYS Journal of Research in Education Management, 2(3), 116–127. https://doi.org/10.58578/edumalsys.v2i3.3901

Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education, Inc.

Lusardi, A., & Mitchell, O. S. (2014). The economic importance of financial literacy: Theory and evidence. Journal of Economic Literature, 52(1), 5–44. https://www.aeaweb.org/articles?id=10.1257/jel.52.1.5

Obadiah, Y. A., Kumazhege, S. Z., & Aliyu, Y. (2024). Proficiency skills needed by teachers for optimal performances in motor vehicle mechanics work in technical colleges in Adamawa and Taraba States. EDUMALSYS Journal of Research in Education Management, 2(2), 45–59. https://doi.org/10.58578/edumalsys.v2i2.2900

OECD. (2020). OECD/INFE 2020 international survey of adult financial literacy. https://www.oecd.org/en/publications/oecd-infe-2020-international-survey-of-adult-financial-literacy_145f5607-en.html

OJK. (2022, November 22). Survei Nasional Literasi dan Inklusi Keuangan Tahun 2022. https://ojk.go.id/id/berita-dan-kegiatan/siaran-pers/Pages/Survei-Nasional-Literasi-dan-Inklusi-Keuangan-Tahun-2022.aspx

Rhodes, K., & Calder, N. (2022). Teachers implementing new primary school digital technology areas: What are we teaching now? Waikato Journal of Education, 27(3), 159–173. https://wje.org.nz/index.php/WJE/article/view/960 [Access restricted]

Simamora, R. E., & Abrori, F. M. (2025). Understanding inspirational teaching in mathematics through prospective teachers’ perception and experience. Waikato Journal of Education, 29(1), 40–59. https://wje.org.nz/index.php/WJE/article/view/1134 [Access restricted]

Subandi, G., Eriyanti, R. W., Karmiyati, D., Nurfaisal, N., & Widodo, J. (2025). A response to the character crisis: Can a digital Islamic character education based on local wisdom be the solution? Perspectives in Education, 43(3), 223–235. https://journals.ufs.ac.za/index.php/pie/article/view/8595 [Broken link]

Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif dan R&D (19th ed.). Alfabeta.

Suryadi, A., Purwaningsih, E., Yuliati, L., & Koes-Handayanto, S. (2023). STEM teacher professional development in pre-service teacher education: A literature review. Waikato Journal of Education, 28(1), 7–26. https://wje.org.nz/index.php/WJE/article/view/1063 [Access restricted]

Teshome, S. W. (2025). The continuous evaluation and improvement of exit exams in higher education: A systematic review. EDUMALSYS Journal of Research in Education Management, 3(1), 114–125. https://doi.org/10.58578/edumalsys.v3i1.5272

Tuia, T. T., & Esera, E. (2023). (Student) teacher views: Impact of technology on teaching and learning during COVID-19 in Samoa. Waikato Journal of Education, 28(1), 73–87. https://wje.org.nz/index.php/WJE/article/view/953