The Effect of Game-Based Learning on Financial Literacy and Critical Thinking Skills in Developing Economic Strategies in Junior High School
DOI:
https://doi.org/10.21009/jtp.v28i2.70362Keywords:
game-based learning, financial literacy, critical thinkingAbstract
he importance of financial literacy has become a competency for adolescents as access to online shopping services, digital finance, and e-wallets is growing rapidly. This low literacy often leads to excessive consumptive behavior, failures in future planning, and vulnerability to increasingly sophisticated financial fraud schemes. The purpose of the research is to test the effectiveness of game-based learning on students' financial literacy and critical thinking. In this study, it was designed as an experimental study that aims to explore the effectiveness of the application of game-based learning on students' financial literacy and critical thinking. This is evidenced by the results of the t-test showing a significant difference in the mean posttest score between the experimental class and the control class on both bound variables (p < 0.05). Furthermore, the effect size test using Cohen's coefficient d yielded a value of 0.977 for the financial literacy variable and 0.955 for the critical thinking variable, where both achievements were included in the strong effect criterion (large effect). The analysis results indicate that game-based learning influences students' financial literacy and critical thinking, as it enhances conceptual understanding, fosters risk-free financial decision-making skills, and provides an enjoyable learning experience. Thus, this data analysis provides valid and convincing scientific evidence that the implementation of game-based learning can improve financial literacy and critical thinking.
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