Takim Andriono - 13 Maret 2021
Literasi Finansial
Financial Literacy
1
MENGAPA ORANG PANDAI MELAKUKAN
HAL-HAL BODOH DENGAN UANG
(Mengalami Disfungsi Keuangan)
3
Penerimaan thdp Resiko
Tinggi
Rendah
Kecenderungan Perilaku Belanja
Membelajakan uang untuk membeli pengalaman Work Hard Play Hard Menabung berupa benda-benda berharga di rumah Pengambil Resiko untuk mulai bisnis
https://simplysteward.com/
blog/money-personalities
Gila Belanja
Pelit & takut
resiko
KEPRIBADIAN
LATAR BELAKANG KELUARGA
PENDIDIKAN
LINGKUNGAN
Penjudi
Pelit & suka duit
4
Perubahan Cepat Teknologi
dan Dunia Digital
Perubahan Sosio Ekonomi
Prospek Ekonomi dan
Dunia Kerja yang Tak Pasti
Pilihan-pilihan Financial
yang Menjadi Semakin
Menantang
Kuasai Literasi
Finansial
Sedini Mungkin
https://www.eurapco.com/?p=8094
5
https://www.lifeskillsgroup.com.au/blog/21st-century-skills-why-we-need-them
KECAKAPAN ABAD XXI
LITERASI FINANSIAL
7
8
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LITERASI FINANSIAL
GERAKAN LITERASI NASIONAL
2.3 Ruang Lingkup Literasi Finansial
Literasi Finansial
Materi
Uraian
Pengertian transaksi ekonomi dan
beragam jenis praktiknya
Pengertian alat tukar, barang,
dan jasa
Pengenalan sumber daya ekonomi
(earning)
•
S
umber daya alam (SDA).
Potensi mengenali dan
menggunakan SDA untuk
kesejahteraan dan kemak
-muran bersama
•
Sumber daya manusia
(SDM). SDM untuk mata
pencaharian/profesi untuk
pemenuhan kebutuhan
dasar
Pengenalan konsep belanja
(
spending
) sebagai pemenuhan
kebutuhan dasar
•
Skala prioritas, yakni ke
-butuhan primer, sekunder,
dan tertier
•
Sosialisasi dan kampanye
gaya hidup ugahari
(moderasi)
•
Ilmu konsumen
Pengenalan konsep menyimpan
(
saving
) dalam terminologi
tra-disional dan modern
•
Menabung
•
Asuransi
•
Investasi
Pengenalan konsep berbagi
(
sharing)
dengan berbasis pada
kearifan lokal, ajaran agama, dan
negara
•
Amal
•
Pajak
Pengenalan konsep mengenai
praktik tidak baik dan kejahatan
finansial
•
Korupsi
•
Rasuah
•
Investasi bodong
•
Jenis kejahatan finansial
lainnya
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LITERASI FINANSIAL
GERAKAN LITERASI NASIONAL
2.3 Ruang Lingkup Literasi Finansial
Literasi Finansial
Materi
Uraian
Pengertian transaksi ekonomi dan
beragam jenis praktiknya
Pengertian alat tukar, barang,
dan jasa
Pengenalan sumber daya ekonomi
(earning)
•
S
umber daya alam (SDA).
Potensi mengenali dan
menggunakan SDA untuk
kesejahteraan dan kemak
-muran bersama
•
Sumber daya manusia
(SDM). SDM untuk mata
pencaharian/profesi untuk
pemenuhan kebutuhan
dasar
Pengenalan konsep belanja
(
spending
) sebagai pemenuhan
kebutuhan dasar
•
Skala prioritas, yakni ke
-butuhan primer, sekunder,
dan tertier
•
Sosialisasi dan kampanye
gaya hidup ugahari
(moderasi)
•
Ilmu konsumen
Pengenalan konsep menyimpan
(
saving
) dalam terminologi
tra-disional dan modern
•
Menabung
•
Asuransi
•
Investasi
Pengenalan konsep berbagi
(
sharing)
dengan berbasis pada
kearifan lokal, ajaran agama, dan
negara
•
Amal
•
Pajak
Pengenalan konsep mengenai
praktik tidak baik dan kejahatan
finansial
•
Korupsi
•
Rasuah
•
Investasi bodong
•
Jenis kejahatan finansial
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Berpusat pada diri sendiri
—> transactional person
Calon pemimpin transformatif
Memiliki sikap sebagai “STEWARD”
(penatalayan yang bisa dipercaya)
Miskin
itu takdir
Bergaya hidup
UGAHARI
:
Mampu mengendalikan diri dan
hidup sederhana dalam sikap
kecukupan dan bersedia berbagi
dengan orang lain agar semua ikut
merayakan kehidupan.
Aku anak
orang kaya
10
https://qwords.com/
blog/fomo-adalah/
11
Bagaimana Mencapai LITERASI KEUANGAN?
Dibahas dalam mata pelajaran
Misal: soal-soal HOTs matematika
Belajar Berbasis Praktik/Proyek Kehidupan
Dalam keseharian di Rumah dan Sekolah
SOFT SKILLS, Social-Emotional Learning
AUTHENTIC ASSESSMENT
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MENANAMKAN LITERASI FINANSIAL PADA ANAK TK, SD 1-2
Money Basics
Making Money
Money Management:
Spend, Save, Share
Financial Responsibility
https://www.education.com/magazine/article/kindergarten-financial-literacy/
•
Ajari anak membuat pilihan terbaik
•
Jujurlah dalam hal keuangan dengan anak
•
Belajar Berbelanja
(Membandingkan Harga)
•
Tetapkan target menabung
•
Belajar Berbagi
•
Kenalkan mata sang dan nilainya
•
Ijinkan mereka membayar pembelian
•
Berkunjung & bertransaksi di bank
•
Beri uang saku
•
Belajar bekerja dan menerima upah
•
Bimbing anak merintis dan
Mengelola Usaha Mikro
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https://www.youtube.com/watch?v=FXUdLJ43yUo
https://lifepal.co.id/media/permainan-monopoli-ajarkan-finansial/
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SMP-SMA-Dewasa (SD dengan bimbingan)
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https://www.edutopia.org/article/10-free-financial-literacy-games-high-school-students
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OECD sedang mempersiapkan ASESMEN LITRASI FINANSIAL PISA 2021 disesuaikan dengan
berbagai perkembangan yang tengah terjadi di masyarakat
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https://www.slideshare.net/OECDEDU/pisa-2012-financial-literacy
Uang dan Transaksi
Perencanaan dan
Pengelolaan Keuangan
Resiko dan “Reward”
Pandangan Keuangan
Identifikasi Informasi
Keuangan
Analisis Informasi dalam Konteks Finansial
Evaluasi Isu-isu
Keuangan
Penerapan
Pemahaman Finansial
Dunia Pendidikan dan
Kerja
Rumah dan Keluarga
Individu
Masyarakat
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Table 1. Approximate target distribution of score points in financial literacy
Distribution of score points by content areas, processes and context;
original distribution and suggested changes.
Original distribution of
score points
(in the 2012, 2015 and 2018
assessments)
New suggested distribution
of score points
(suggested changes are
highlighted in
italics
)
Content
Money and transactions
30-40%
25-35%
Planning and managing finances
25-35%
20-30%
Risk and reward
15-25%
20-30%
Financial landscape
10-20%
15-25%
Process
Identify financial information
15-25%
15-25%
Analyse financial information and situations
15-25%
25-35%
Evaluate financial issues
25-35%
25-35%
Apply financial knowledge and understanding
25-35%
15-25%
Contexts
Education and work
10-20%
10-20%
Home and family
30-40%
30-40%
Individual
35-45%
35-45%
Societal
5-15%
5-15%
+
+
+
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Table 2. Summary description of the financial literacy five proficiency levels
Level Score range
Percentage of students able to perform tasks at
each level (OECD average-10 – PISA
2015)
What student can typically do
1
326 to less than 400
points 21.1%
Students can identify common financial products and terms and interpret information relating to basic financial concepts. They can recognise the difference between needs and wants and can make simple decisions on everyday spending. They can recognise the purpose of everyday financial documents such as an invoice and apply single and basic numerical operations (addition, subtraction or multiplication) in financial contexts that they are likely to have experienced personally.
2 Baseline 400 to less than 475 points 22.6%
Students begin to apply their knowledge of common financial products and commonly used financial terms and concepts. They can use given information to make financial decisions in contexts that are immediately relevant to them. They can recognise the value of a simple budget and can interpret prominent features of everyday financial documents. They can apply single basic numerical operations, including division, to answer financial questions. They show an understanding of the relationships between different financial elements, such as the amount of use and the costs incurred.
3
475 to less than 550
points 26.0%
Students can apply their understanding of commonly used financial concepts, terms and products to situations that are relevant to them. They begin to consider the
consequences of financial decisions and they can make simple financial plans in
familiar contexts. They can make straightforward interpretations of a range of financial documents and can apply a range of basic numerical operations, including calculating percentages. They can choose the numerical operations needed to solve routine
problems in relatively common financial literacy contexts, such as budget calculations.
4
550 to less than 625
points 19.6%
Students can apply their understanding of less common financial concepts and terms to contexts that will be relevant to them as they move towards adulthood, such as bank account management and compound interest in saving products. They can interpret and evaluate a range of detailed financial documents, such as bank statements, and explain the functions of less commonly used financial products. They can make
financial decisions taking into account longer-term consequences, such as
understanding the overall cost implication of paying back a loan over a longer period, and they can solve routine problems in less common financial contexts.
5 higher than Equal to or
625 points 10.7%
Students can apply their understanding of a wide range of financial terms and concepts to contexts that may only become relevant to their lives in the long term. They can
analyse complex financial products and can take into account features of financial documents that are significant but unstated or not immediately evident, such as
transaction costs. They can work with a high level of accuracy and solve non-routine financial problems, and they can describe the potential outcomes of financial decisions, showing an understanding of the wider financial landscape, such as income tax.
Source: (OECD, 2017
[14]).
Dataset
The data from the 2012 and 2015 financial literacy assessment are available at
http://www.oecd.org/pisa/data/
. The databases include, for the sampled students, their
cognitive results in financial literacy and in standard PISA domains (mathematics and
reading in PISA 2012; mathematics, reading and science in PISA 2015), the behaviour data
from the short questionnaire on financial literacy, and data from the general student
questionnaire and school questionnaire (only in 2012).
Siswa dapat menerapkan pengetahuan mereka tentang konsep, produk dan istilah
finansial yang umum digunakan. Siswa mampu menggunakan informasi yang diberikan
untuk membuat keputusan finansial dalam konteks yang relevant baginya.
Students can apply their understanding of commonly used financial concepts,
terms and products to situations that are relevant to them. They begin to
consider the consequences of financial decisions and they can make simple
financial plans in familiar contexts.
Students can apply their understanding of less common financial concepts and
terms to contexts that will be relevant to them as they move towards adulthood,
such as bank account management and compound interest in saving products.
Students can apply their understanding of a wide range of financial terms and
concepts to contexts that may only become relevant to their lives in the long
term.
Siswa dapat mengenali produk dan istilah finansial yang umum digunakan
serta menginterpretasikan informasi terkait konsep finansial dasar.
Siswa dapat menerapkan pemahaman konsep, istilah, dan produk finansial
pada situasi yang relevan baginya serta mampu mempertimbangkan
konsekuensi keputusan finansialnya dan cakap membuat perencanaan
keuangan sederhana.
Siswa dapat menerapkan pemahaman konsep finansial yang agar khusus
dan istilah-istilah pada konteks yang relevan baginya ketika ia memasuki
usia dewasa, seperti akun bank, bunga berbunga pada produk tabungan.
Siswa dapat menerapkan pemahaman berbagai istilah finansial secara
luas dan konsep financial yang hanya relevan bagi kehidupannya jangka
panjang.
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21
CONTOH
Pertanyaan:
Mengapa Karang Taruna Sendangsari menerima
“Invoice” ini?
1. Karena Karang Taruna Sendangsari harus
membayar layanan yang diberikan Pak Hermawan
sebesar Rp 1.750.000
2. Karena Karang Taruna Sendangsari akan menerima
uang sebesar Rp 1.750.000 dari Pak Hermawan
3. Karena Karang Taruna Sendangsasri telah
membayar sebesar Rp 1.750.000 kepada pak
Hermawan
4. Karena pak Hermawan telah membayar sebesar
Rp 1.750.000 kepada Karang Taruna Sendangsari
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CONTOH
Pertanyaan:
1. Berapa besar jumlah tagihan jasa pembuatan
desain web, plugin, logo, konten yang harus
dilunasi oleh Karang Taruna Sendangsari kepada
Pak Hermawan?
A. Rp. 350.000
B. Rp. 300.000
C. Rp. 750.000
D. Rp. 1.750.000
2. Bagaimana cara pembayaran yang diharapkan oleh
Pak Hermawan untuk dilakukan oleh Karang
Taruna Sendangsari?
A. Dibayar tunai
B. Disetor atau transfer ke rekening BCA No.
123456789
C. Dibayar melalui email Pak Hermawan
D. Disiapkan dananya untuk diambil oleh
petugas BCA KCP Ahmad Dahlan Yogyakarta
atas nama pak Hermawan
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Ben menggunakan HP-nya untuk
berbicara di telepon selama k.l.
sejam sehari. Ia jarang mengirim
pesan tulis.
Provider
mana yang Ben
sebaiknya pilih?
CONTOH
Ben tinggal di Zedland dan memiliki telepon genggam. Di Zeeland tersedia
dua jenis Layanan telepon selular.
Jenis Layanan 1
•
Pelanggan membayar tagihan setiap
akhir bulan (pasca bayar)
•
Besarnya tagihan sexual banyaknya
pemakaian dalam bulan itu ditambah
biaya admin bulanan.
Jenis Layanan 2
•
Pelanggan membeli pulsa melalui kartu
pra-bayar
•
Kartu berlaku dalam satu bulan tau
hingga jumlah pulsa habis terpakai.
CHAPTER 5. PISA 2018 FINANCIAL LITERACY FRAMEWORK
│
145
QUESTION:
This question in the unit PHONE PLANS illustrates the process of
analysing
information in a financial context
by looking at students' ability to select the most
suitable telephone plan for a particular individual. Students are required to
compare the conditions offered by different mobile phone companies by looking
at multiple dimensions, such as flat fees, cost of calls and cost of messages, select
the ones that are most relevant, and find the best offer for a given need. To get full
credit, students should indicate that Company 2 offers the best deal for Ben's
needs.
The item MUSIC SYSTEM is another example of
analysing information in a
financial context
as students are asked to identify the implications of changing the
duration of a loan on the total interest paid and the monthly repayments. The item
MOTORBIKE INSURANCE is also an example of a question requiring students
to
analyse information in a financial context
, as students have to show an
understanding of the implications of different factors on the cost of insurance.
Evaluate financial issues
In this process the focus is on recognising or constructing financial justifications
and explanations, by applying financial knowledge and understanding to specific
contexts. It involves such cognitive activities as explaining, assessing and
generalising. Critical thinking is brought into play in this process, when students
must draw on knowledge, logic and plausible reasoning to make sense of and form
a view about a finance-related problem. The information that is required to deal
with such a problem may be partly provided in the stimulus of the task, but
students will need to connect such information with their own prior financial
knowledge and understandings. In the PISA context, any information that is
required to understand the problem is intended to be within the expected range of
experiences of a 15-year-old
–
either direct experiences or those that can be readily
Ben memutuskan memilih Jenis Layanan 1. Kini dia harus memilih penyedia
layanan yang mana (
Provider
1, 2, 3, atau 4). Berikut tabel harga layanan dari
ke empat
provider
yang ada di Zedland.
Provider
1
Provider
2
Provider
3
Provider
4
Provider
1
Provider
2
Provider
3
Provider
4
Provider
mana yang paling menguntungkan
untuk Ben?
Biaya Adm bulanan (Zeds)
Biaya Menelpon per menit (Zeds)
Menit bebas biaya per bulan
Biaya pesan tulis (Zeds)
Jumlah pesan tulis bebas biaya/bulan
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CONTOH
https://www.infokreditbank.com/2016/12/tabel-angsuran-kpr-btn-2017.html
Anto ingin membeli sebuah rumah seharga
Rp 130 juta. Saat ini ia telah memiliki
tabungan sebesar Rp 35 juta. Jika
penghasilannya per bulan saat ini sebesar
Rp 4,5 juta. Berapa jangka waktu angsuran
yang sebaiknya ia pilih jika ia hanya diijinkan
mengajukan KPR (Kredit Pemilikan Rumah)
dengan angsuran per bulan maksimum 30%
dari penghasilannya?
a. 5 tahun
b. 10 tahun
c. 15 tahun
d. 20 tahun
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CONTOH
Seorang pria masuk ke satu mini market dan mencuri
uang 100.000 dari laci kasir tanpa sepengetahuan
pemilik toko. Dia kemudian membeli produk senilai
70.000 menggunakan uang curian 100.000 itu. Pemilik
toko memberikan uang kembalian sebesar 30.000.
Berapa kerugian pemilik toko?
A) 30.000. B) 70.000. C) 100.000.
D) 130.000. E) 170.000. F) 200.000
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