MEANINGFUL LEARNING IN THE PERSPECTIVE OF INFORMAL ECONOMIC EDUCATION
Abstract
Abstract:
This study aims to determine the informal economic education in the family through the habit of saving for children, which results in meaningful learning. This study uses a qualitative approach. The data collection techniques used in this study were observation and interviews. The informants in this study were five parents and five children in urban farming family households in Makassar City. The data obtained in this study will be analyzed using data coding techniques. The results of this study indicate that (1) parents have understood their children from an early age regarding informal economic education, especially saving; (2) the formation of knowledge, attitudes, and saving behavior makes children feel that parents have a role in guiding and teaching them about saving, which later became a meaningful learning for children and continues to stick in their memories to this day; and (3) the freedom given by parents and the absence of coercion to save are also meaningful lessons that are embedded in children's memories.
Abstrak:
Penelitian ini bertujuan untuk mengetahui pendidikan ekonomi informal yang berlangsung di dalam keluarga melalui pembiasaan menabung kepada anak yang menghasilkan pembelajaran bermakna. Kajian ini menggunakan pendekatan kualitatif. Informan dalam penelitian ini adalah 5 orang tua dan 5 anak pada rumah tangga keluarga petani perkotaan di Kota Makassar. Data yang diperoleh dalam penelitian ini akan dianalisis dengan mengunakan teknik coding data. Hasil penelitian ini menunjukkan bahwa (1) para orang tua sejak dini telah memahamkan kepada anak terkait pendidikan ekonomi informal khususnya menabung, (2) pembentukan pengetahuan, sikap, dan perilaku menabung membuat anak merasakan bahwa orang tua mempunyai peran dalam membimbing dan mengajarkan mereka terkait menabung, yang kemudian hal tersebut menjadi pembelajaran yang bermakna bagi anak dan terus melekat di ingatan mereka hingga saat ini; dan (3) adanya kebebasan yang diberikan oleh orang tua dan tidak adanya paksaan untuk menabung juga menjadi pembelajaran bermakna yang melekat dalam ingatan anak.
Downloads
References
Agra, G., Formiga, N.S., Oliveira, P.S.D., Costa, M.M.L., Fernandes, M.D.G.M. & Nóbrega, M.M.L.D. (2019). Analysis of the concept of meaningful learning in light of the Ausubel’s theory. Revista Brasileira de Enfermagem, 72(1), 248–266. https://doi.org/10.1590/0034-7167-2017-0691.
Amagir, A., Groot, W., Maassen van den Brink. & Wilschut, A. (2018). A review of financial-literacy education programs for children and adolescents. Citizenship, Social and Economics Education, 17(1), 56–80. https://doi.org/10.1177/2047173417719555.
Andrade, M., Pereyra, S.B. & Yang, C. (2021). The direct and indirect effects of family and school-related factors on Latino adolescent substance use. Journal of Ethnicity in Substance Abuse, 20(4), 647–672. https://doi.org/10.1080/15332640.2019.1685050.
Ausubel, D.G. (1963). Cognitive structure and the facilitation of meaningful verbal learning. Journal of Teacher Education, 14(2), 217–222. https://doi.org/10.1177/002248716301400220.
Ausubel, D.P. (1962). A subsumption theory of meaningful verbal learning and retention. Journal of General Psychology, 66(2), 213–224. http://dx.doi.org/10.1080/00221309.1962.9711837.
Ausubel, D.P. & Fitzgerald, D. (1961). Chapter V: meaningful learning and retention: Intrapersonal cognitive variables. Review of Educational Research, 31(5), 500–510. https://doi.org/10.3102/00346543031005500.
Ausubel, D.P. & Fitzgerald, D. (1961). The role of discriminability in meaningful learning and retention. Journal
of Educational Psychology, 52(5), 266–274. https://doi.org/10.1037/h0045701.
Bressington, D.T., Wong, W.K., Lam, K.K.C. & Chein, W.T. (2018). Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-efficacy in Asian mental health nursing students: A mixed. Nurse Education Today, 60(1), 47–55. https://doi.org/10.1016/j.nedt.2017.09.019.
Charmaz, K. (2006). Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. London: Sage Publications.
González-Ceballos, I., Palma, M., Serra, J.M. & Esteban-Guitart, M. (2021). Meaningful learning experiences in everyday life during pandemics: A qualitative study. Frontiers in Psychology, 12(1), 670886. https://doi.org/10.3389/fpsyg.2021.670886.
Grätz, M., Barclay, K.J., Wiborg, Ø.N., Lyngstad, T.H., Karhula, A., Erola, J., Präg, P., Laidley, T. & Conley, D. (2021). Sibling similarity in education across and within societies. Demography, 58(3), 1011–1037. https://doi.org/10.1215/00703370-9164021.
Hanson, T.A. & Olson, P.M. (2018). Financial literacy and family communication patterns. Journal of Behavioral and Experimental Finance, 19(1), 64–71. https://doi.org/10.1016/j.jbef.2018.05.001.
Hasan, M. (2018). Pendidikan ekonomi informal: Bagaimana pendidikan ekonomi membentuk pengetahuan pada bisnis keluarga.? Jurnal Ekonomi dan Pendidikan, 1(2), 30–37. https://doi.org/10.26858/jekpend.v1i2.7262.
Hasan, M. (2020). Literasi dan Perilaku Ekonomi: Transfer Pengetahuan Kewirausahaan dalam Perspektif Pendidikan Ekonomi Informal. Bandung: Media Sains Indonesia. Retrieved from https://www.researchgate.net/publication/346444151_Literasi_dan_Perilaku_Ekonomi_Transfer_Pengetahuan_Kewirausahaan_dalam_Perspektif_Pendidikan_Ekonomi_Informal.
Hasan, M., Musa, C.I., Arismunandar, A., Tahir, T. & Azis, M. (2019). Entrepreneurship education, family capital, and family business performance in Makassar, South Sulawesi, Indonesia. International Journal of Scientific Development and Research (IJSDR), 4(6), 269–272. Retrieved from http://ijsdr.org/papers/IJSDR1906050.pdf.
Henderson, G.E., Beach, P., Sun, L. & Mcconnel, J. (2020). Does the content of financial literacy education resources vary based on who made or paid for them? Citizenship, Social and Economics Education, 19(3), 192–210. https://doi.org/10.1177/2047173420961031.
Jornet, A. & Erstad, O. (2018). From learning contexts to learning lives: Studying learning (dis) continuities from the perspective of the learners. Digital Education Review, 33(1), 1–25. Retrieved from https://files.eric.ed.gov/fulltext/EJ1183719.pdf.
Jüttler, M. (2020). Predicting economics student retention in higher education: The effects of students’ economic competencies at the end of upper secondary school on their intention to leave their studies in economics. PLoS ONE, 15(2), e0228505. https://doi.org/10.1371/journal.pone.0228505.
Kazempour, E., Rajabi, Z., Asaei, S.M. & Fadaee, H.R. (2019). The presentation of the family economic education model for students. Journal of New Approaches in Educational Administration, 10(38), 95–112. Retrieved from https://www.sid.ir/en/journal/ViewPaper.aspx?id=729098.
Khan, M., Putthinun, P., Watanapongvanich, S., Yuktadatta, P., Uddin, M. & Kadoya, Y. (2021). Do financial literacy and financial education influence smoking behavior in the United States? International Journal of Environmental Research and Public Health, 18(5), 2579. https://doi.org/10.3390/ijerph18052579.
Kostiainen, E., Ukskoski, T., Ruohotie-Lyhty, M., Kauppinen, M., Kainulainen, J. & Mäkinen, T. (2018). Meaningful learning in teacher education. Teaching and Teacher Education, 71(1), 66–77. https://doi.org/10.1016/j.tate.2017.12.009.
Lainez, B.E. V., Dolendo, R.D.R., Angonoy, J.M.R.D., Bargo, R.M.B., Yumang, I.M.S., Dizon, M.A.A.B. & Salayo, J.D. (2021). Arts in science: "Painting" health allied senior high school students’ meaningful learning engagement. Utamax: Journal of Ultimate Research and Trends in Education, 3(2), 58–67. https://doi.org/10.31849/utamax.v3i2.6471.
Lalueza, J.L. & Macías-Gómez-Estern, B. (2020). Border crossing: A service-learning approach based on transformative learning and cultural-historical psychology. Culture and Education, 32(3), 556–582. https://doi.org/10.1080/11356405.2020.1792755.
Lyu, K., Xu, Y., Cheng, H. & Li, J. (2020). The implementation and effectiveness of intergenerational learning during the COVID-19 pandemic: Evidence from China. International Review of Education, 66(5–6), 833–855. https://doi.org/10.1007/s11159-020-09877-4.
Mubarok, H., Sofiana, N., Kristina, D. & Rochsantiningsih, D. (2022). Meaningful learning model: The impact on students’ reading comprehension. Journal of Educational and Social Research, 12(1), 346–354. https://doi.org/10.36941/jesr-2022-0027.
Nguyen, N.T., Nguyen, H.S., Ho, C.M. & Vo, D.H. (2021). The convergence of financial inclusion across provinces in Vietnam: A novel approach. Plos One, 16(8), e0256524. https://doi.org/10.1371/journal.pone.0256524.
Ogg, J., Clark, K., Strissel, D. & Rogers, M. (2021). Parents’ and teachers’ ratings of family engagement: Congruence and prediction of outcomes. School Psychology, 36(3), 142–154. https://doi.org/10.1037/spq0000379.
Piercy, F.P., Earl, R.M., Aldrich, R.K., Nguyen, H.N., Steelman, S.M., Haugen, E., Riger, D., Tsokodayi, R.T., West, J., Keskin, Y. & Gary, E. (2016). Most and least meaningful learning experiences in marriage and family therapy education. Journal of Marital and Family Therapy, 42(4), 584–598. https://doi.org/10.1111/jmft.12176.
Reiter, S. (2015). Meaningful learning in special education teaching and learning based on the cycle of internalized learning: A review. Open Journal of Social Sciences, 3(9), 103–111. https://doi.org/10.4236/jss.2015.39016.
Suratno., Narmaditya, B.S. & Wibowo, A. (2021). Family economic education, peer groups and students’ entrepreneurial intention: the mediating role of economic literacy. Heliyon, 7(4), e06692. https://doi.org/10.1016/j.heliyon.2021.e06692.
Theodora, B.D. & Marti’ah, S. (2016). The effect of family economic education towards lifestyle mediated by financial literacy. Dinamika Pendidikan, 11(1), 18–25. https://doi.org/10.15294/dp.v11i1.8697.
Vallori, A.B. (2014). Meaningful learning in practice. Journal of Education and Human Development, 3(1), 199–209. https://doi.org/10.15640/jehd.v3n4a18.
Widyastuti, U., Sumiati, A., Herlitah, H. & Melati, I. (2020). Financial education, financial literacy, and financial Behaviour: What does really matter? Management Science Letters, 10(12), 2715–2720. https://doi.org/ 10.5267/j.msl.2020.4.039.
Zhou, S., Zou, G., Chen, X., Yu, H., Wang, J., Fang, P. & Song, F. (2019). Educational attainment and mortality: Results from the sixth population census in china. Journal of Global Health, 9(2), 20604. https://doi.org/10.7189/jogh.09.020604.
Copyright (c) 2023 Muhammad Hasan, Citra Ayni Kamaruddin, Nurdiana, Nurjannah, Elpisah
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3)Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
