The Development of Financial Literacy Learning Unit Using Transformative Learning and Situated Learning Theories for High School Students
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Abstract
The purposes of this research article were: 1) to develop a financial literacy learning unit using transformative learning and situated learning theories for high school students, and 2) to study the effects of implementing the financial literacy learning unit using transformative learning and situated learning theories for high school students by comparing pre-test and post-test results. This experimental research employed a one-group pretest-posttest design over a period of 1 year and 3 months using the Forward Design learning model. The sample consisted of 32 eleventh-grade students in the first semester of the 2024 academic year, selected through cluster random sampling. The research instruments were: 1) a financial literacy learning unit and 2) a financial literacy assessment. Data were analyzed using mean, percentage, standard deviation, and dependent t-test.
The research findings revealed that: 1. The financial literacy learning unit using transformative learning and situated learning theories for high school students consisted of 7 components: 1) background and significance, 2) principles, 3) objectives, 4) content, 5) learning experience, 6) media and learning resources, and 7) Assessment and evaluation. The learning unit was rated as highest appropriate. 2. The implementation results of the financial literacy learning unit using transformative learning and situated learning theories for high school students showed that students' financial literacy post-test scores were higher than pre-test scores as follows: 1) financial knowledge and understanding increased by 29.39%, rated as excellent, 2) financial behavior increased by 39.36%, rated as excellent, and 3) financial attitudes increased by 30.53%, rated as very good. The effect size of financial literacy showed a difference of 68.30% between post-test and pre-test results.
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