Financial Literacy of the Young Generation: The Influence of Teachers' Technology Adaptation and Teaching Strategies on Students' Financial Literacy Moderated by Gender and Parental Income
Abstract
This study aims to examine the effect of teachers' technology adaptation and teaching strategy on students' financial literacy, and to test the moderating roles of gender and parental income. A quantitative approach with a survey method was applied to 224 senior high school students at SMA XYZ Tangerang Selatan. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4.0, covering the evaluation of the measurement model, the structural model, and moderation analysis. The results show that teachers' technology adaptation (β = 0.124; p = 0.039) and teachers' teaching strategy (β = 0.746; p < 0.001) have a positive and significant effect on students' financial literacy. In addition, the moderation analysis reveals that gender and parental income significantly moderate this relationship. The findings confirm that improving students' financial literacy requires synergy between the quality of technology-based teaching and students' demographic characteristics.
Keywords
References
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DOI: https://doi.org/10.31004/jele.v11i5.3046
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