EFEKTIVITAS PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBASIS MODUL INTERAKTIF DAN SELF-EFFICACY DALAM MENINGKATKAN LITERASI KEUANGAN DIGITAL MURID SMA

RENOVA SITORUS, . (2026) EFEKTIVITAS PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBASIS MODUL INTERAKTIF DAN SELF-EFFICACY DALAM MENINGKATKAN LITERASI KEUANGAN DIGITAL MURID SMA. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan menguji efektivitas penerapan model pembelajaran Problem Based Learning (PBL) berbasis modul interaktif dan self-efficacy dalam meningkatkan literasi keuangan digital (LKD) murid SMA pada mata pelajaran Ekonomi. Kebaruan (research gap) penelitian ini terletak pada integrasi modul digital interaktif ke dalam sintaks PBL serta pelibatan atribut psikologis self-efficacy untuk mengatasi keterbatasan metode konvensional dalam merespons urgensi kecakapan finansial digital remaja. Metode penelitian yang digunakan adalah kuantitatif dengan pendekatan eksperimen kuasi menggunakan Nonequivalent Control Group Design berancangan faktorial 2x2, serta mengontrol skor pre-test sebagai variabel kovariat. Penelitian dilaksanakan di SMA Negeri 4 Jakarta TA 2025/2026 pada populasi sebanyak 214 murid kelas XII, dengan sampel berjumlah 68 murid yang terbagi non-random ke dalam kelas eksperimen (PBL berbasis modul interaktif) dan kelas kontrol (konvensional). Data dikumpulkan melalui instrumen tes LKD terstandar dan angket self-efficacy, lalu dianalisis menggunakan Two-Way ANCOVA (α=0,05). Hasil pengujian hipotesis menunjukkan tiga temuan utama yang signifikan secara statistik. Pertama, model PBL berbasis modul interaktif terbukti lebih efektif meningkatkan LKD murid dibanding metode konvensional (F=62,636;p=0,000;η_p^2=0,499), dengan peningkatan N-Gain sebesar 79,97% (tinggi) berbanding 58,91% (sedang). Kedua, terdapat perbedaan LKD yang signifikan antara murid dengan self-efficacy tinggi dan rendah (F=104,805;p=0,000;η_p^2=0,625). Ketiga, ditemukan efek interaksi yang signifikan antara model pembelajaran dengan self-efficacy terhadap LKD (F=16,522;p=0,000;η_p^2=0,208). Kontribusi dan implikasi akademik penelitian ini menegaskan secara empiris bahwa penggabungan strategi pedagogis aktif yang terdigitalisasi dengan penguatan aspek psikologis internal secara simultan menjadi formula esensial dalam mengoptimalkan kecakapan finansial digital di tingkat sekolah menengah. Kata Kunci: Literasi Keuangan Digital, Modul Interaktif, Problem Based Learning, Self-Efficacy, Two-Way ANCOVA. ***** This study aims to examine the effectiveness of implementing a modular interactive-based Problem-Based Learning (PBL) model and self-efficacy in improving senior high school students' digital financial literacy (DFL) in Economics. The novelty (research gap) of this study lies in the integration of digital interactive modules into the PBL syntax as well as the inclusion of self-efficacy as a psychological attribute to address the limitations of conventional methods in responding to the urgency of digital financial competence at the secondary school level. The research method employed was quantitative with a quasi-experimental approach using a Nonequivalent Control Group Design with a 2x2 factorial design, while controlling for pre-test scores as a covariate variable. The study was conducted at SMA Negeri 4 Jakarta in the 2025/2026 academic year with a population of 214 twelfth-grade students, and a sample of 68 students divided non-randomly into an experimental class (modular interactive-based PBL) and a control class (conventional method). Data were collected using standardized DFL test instruments and a self-efficacy questionnaire, then analyzed using Two-Way ANCOVA (α=0.05). The hypothesis testing revealed three statistically significant key findings. First, the modular interactive-based PBL model proved to be more effective in increasing students' DFL than the conventional method (F=62.636;p=0.000;η_p^2=0.499), with an N-Gain increase of 79.97% (high) compared to 58.91% (medium) in the conventional class. Second, there was a significant difference in DFL between students with high and low self-efficacy (F=104.805;p=0.000;η_p^2=0.625). Third, a significant interaction effect was found between the learning model and self-efficacy on DFL (F=16.522;p=0.000;η_p^2=0.208). The contribution and academic implications of this study empirically confirm that combining a digitalized active pedagogical strategy with the reinforcement of internal psychological aspects simultaneously serves as an essential formula for optimizing digital financial proficiency at the secondary school level. Keywords: Digital Financial Literacy, Interactive Module, Problem-Based Learning, Self-Efficacy, Two-Way ANCOVA

Item Type:	Thesis (Magister)
Additional Information:	1. Prof. Dr. Ari Saptono, SE., M.Pd. ; 2. Prof. Dr. Agus Wibowo, S.Pd., S.PdI., M.Pd
Subjects:	Pendidikan > Teori, Penelitian Pendidikan Pendidikan > Media Pembelajaran Pendidikan > Aneka Ragam tentang Pendidikan
Divisions:	FE > S2 Pendidikan Ekonomi
Depositing User:	Renova Sitorus .
Date Deposited:	22 Sep 2026 03:49
Last Modified:	22 Sep 2026 03:49
URI:	http://repository.unj.ac.id/id/eprint/73940

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