Analisa Pendidikan Keuangan dan Pengalaman Keuangan terhadap Literasi Keuangan dengan Pengetahuan Keuangan dan Sikap Keuangan Sebagai Intervening dan Pengaruh Sosial Sebagai Moderasi pada Mahasiswa di Jawa Timur
Keywords:
Financial Literacy, Financial Experience, Financial Attitude, PLS-SEM, Social Influence.Abstract
This study aimed to analyze the effect of Financial Education and Financial Experience on Financial Literacy among university students by testing the mediating roles of Financial Knowledge and Financial Attitude, and the moderating role of Social Influence. Employing the quantitative Partial Least Squares–Structural Equation Modeling (PLS-SEM) method on a sample of 70 student respondents in East Java, the results indicated that Financial Experience significantly and positively influences both Financial Knowledge and Financial Attitude. However, neither Financial Education nor Financial Experience showed a significant direct effect on Financial Literacy, and all mediation and moderation hypotheses were rejected (all P-values > 0.05). This critically suggests that while practical experience is effective in shaping knowledge and attitude, the mechanism for converting these into measurable Financial Literacy does not occur through the hypothesized intervening paths, nor does social influence serve as a strengthening factor. In conclusion, student financial literacy improvement is predominantly driven by internal factors, learning processes, and self-directed practice.
Keywords: Financial Literacy, Financial Experience, Financial Attitude, PLS-SEM, Social Influence.
Abstrak
Penelitian ini bertujuan menganalisis pengaruh Pendidikan Keuangan dan Pengalaman Keuangan terhadap Literasi Keuangan mahasiswa, dengan menguji peran mediasi Pengetahuan Keuangan dan Sikap Keuangan, serta peran moderasi Pengaruh Sosial. Menggunakan metode kuantitatif Partial Least Squares–Structural Equation Modeling (PLS-SEM) pada sampel 70 responden mahasiswa di Jawa Timur, hasil menunjukkan bahwa Pengalaman Keuangan berpengaruh positif dan sangat signifikan dalam membentuk Pengetahuan Keuangan dan Sikap Keuangan. Namun, secara krusial, baik Pendidikan Keuangan maupun Pengalaman Keuangan tidak berpengaruh langsung signifikan terhadap Literasi Keuangan, dan seluruh hipotesis mediasi serta moderasi ditolak (semua P-value > 0,05). Temuan ini menyiratkan bahwa meskipun pengalaman praktis efektif membentuk pengetahuan dan sikap, mekanisme konversi menuju Literasi Keuangan yang terukur tidak terjadi melalui jalur perantara yang signifikan dan dorongan sosial tidak menjadi faktor penguat. Kesimpulannya, peningkatan Literasi Keuangan mahasiswa cenderung didorong oleh faktor internal, pembelajaran, dan praktik mandiri.
Kata kunci: Literasi Keuangan, Pengalaman Keuangan, Sikap Keuangan, PLS-SEM, Pengaruh Sosial.
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