4 (1) (2021) 30-42
Journal of Curriculum Indonesia
http://hipkinjateng.org/jurnal/index.php/jci
The Development of Instructional Design Using ASSURE Model in Mathematics for Elementary School to Improve Financial Literacy
Heribertus Satya Adi1*, Haryono2, Sri Sulistyorini2
1Curere Consultant, Semarang, Indonesia
2Universitas Negeri Semarang, Indonesia Info Articles
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History Articles:
Submitted 26 January 2021 Revised 19 February 2021 Accepted 9 March 2021
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Keywords:
ASSURE, Financial Literacy, Mathematics, Research and Development
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Abstract
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Financial literacy is a series of processes to improve knowledge, behavior, and skills in understanding and managing finances for themselves and society. The goals of this research were: 1). Developing an instructional design model, Lesson Plan (RPP), teaching materials and teacher’s book, 2). Testing the validity and the feasibility of the mathematics instructional design products to improve financial literacy from the aspect of validity and feasibility, and 3). Testing the effectiveness of mathematics instructional design model to improve the learners’ financial literacy. The method used in this research was Research and Development. The techniques of collecting the data were observations, questionnaires and tests. The research design to test the effectiveness of the product was pretest-posttest control group design. The results of the research showed that 1). Instructional design using ASSURE model was developed according to the necessity. 2). The developed instructional design using ASSURE model was effective to improve the learners’ financial literacy. The result of t test obtained tcount = 3,717 and p-value = 0,000 < 0,05, which means that there was significant difference between the experimental class and control class. The model's ability to improve financial literacy was classified as "moderate" (n-gain = 0.37). 3). The product’s feasibility was 4.9 in the category of "very good" and "very valid". This research contributes a developed of instructional design model in mathematics for elementary school to improve financial literacy.
*Address correspondence:
Heribertus Satya Adi e-ISSN 2549-0338
Journal of Curriculum Indonesia 4 (1) (2021) INTRODUCTION
Based on the national financial literacy survey conducted by Financial Service Authority (Otoritas Jasa Keuangan) in 2013, the Indonesian financial literacy level was 21.8% which was categorized as not literate. The society’s low financial literacy level shows that the society’s ability in managing and making financial decision is still low.
Financial literacy shall be individual or society’s basic necessity in managing finance. A mistake in financial management will cause financial problems; the real example is the occurrence of economic difficulties in the household. Household economic difficulties are caused not only by the income, but also miss management. Financial constraints can lead to stress, and low self-confidence (Krishna, Rofaida, & Sari, 2010)
Financial literacy skills can be improved by developing the learning materials at schools (Orton, 2007). Schools as learning institutions have a strategic position in improving their students’
financial literacy, because children do not have proper basic knowledge of financial success (Lucey T. A., 2002). The understanding of financial concepts is needed to deliver as soon as possible (Dwiastanti, 2015). In developed countries, financial literacy has been delivered to the children of elementary school age (OECD, 2015).
Financial literacy focuses on the process of understanding financial information, reading comprehension and counting skills related to finance (Huston, 2010) . Therefore, financial literacy learning will be very effective if it is integrated with Mathematics (AAMT, 2012; Sari, 2016) because financial literacy is positively correlated with Mathematics (PISA, 2012).
Number sense in Mathematics is known as arithmetic and it is included in arithmetic operations in Mathematics for elementary school. Understanding the relation between mathematics, financial literacy and social justice needs revitalization of Mathematics teaching and the way of learning so that will broaden the learners' insight of social issues and the learners become aware of their ability to do social changes (Tanase & Lucey, 2015). It needs development of effective learning mechanisms to improve the financial literacy skills from the early age (Sari, 2016).
Mathematics teachers are not only required to have knowledge of the content, but also required to understand how to establish contextual information in the relevant form to fulfill the learners’ learning necessities (Lucey & Maxwell, 2009). However, the limited access and the inherent characteristics of the teachers, the velocity of understanding and adopting innovation in teaching and learning is still relatively slow (Haryono, Stanislaus, Budiyono, & Widhanarto, 2017).
Mathematics teachers shall help the learners’ development in terms of financial literacy and attitudes as consumers through focused attention to various knowledge, skills, way of thinking and actions that are part of the Mathematics curriculum (AAMT, 2012). The real form of the learning system is a set of materials that have been tested effectively and efficiently in the field (Suparman, 2014). In terms of curriculum, the curriculum designers should determine the appropriate financial education content to teach (Asarta, Hill, & Meszaros, 2014).
OECD (2012), in its report states that the learners' learning attitude, such as perseverance and the problem-solving skills were positively related to the performance of the financial literacy assessment.
As a process and effort to improve the financial literacy of elementary school students, it requires a Mathematics instructional design which integrates financial literacy in it. Due to the financial literacy requires arithmetic skills, thus Mathematics teachers become very important in improving the students’ financial literacy.
So far, there is not any research which develops instructional design using ASSURE model in Mathematics for elementary school to improve financial literacy and there is not any specific
Journal of Curriculum Indonesia 4 (1) (2021)
design between Mathematics and financial literacy starting from primary school. The result of this research answers that necessity.
The goals of this research were: 1). Developing an instructional design model, Lesson Plan (RPP), teaching materials and teacher’s book, 2). Testing the validity and the feasibility of the Mathematics instructional design products to improve the financial literacy from the aspect of validity and feasibility, and 3). Testing the effectiveness of the Mathematics instructional design model to improve the learners’ financial literacy. This research emphasizes that technology of teaching is able to solve problems in all learning areas.
METHOD
This research was conducted using research and development (R & D) level 3 according to Sugiyono (2015). It is a research to examine and test the existing products (Sugiyono, 2015). The products resulting from this research were a developed instructional design using ASSURE model in Mathematics for elementary school to improve financial literacy and its learning instruments. The learning instruments which were by-tools of the developed instructional design consisted of Lesson Plan (RPP), teaching materials (student’s book and exercise book) and teacher’s book. The ASSURE model that was used by the researcher corresponded with the book of Instructional Media and Technologies for Learning, 7th edition by Heinich et al (Heinich, Michael, Russell, & Smaldino, 2002).
In the brief outline, the method of this research and development consists of three phases, namely: (1). The preliminary phase; it was conducted in the field study and the literature study on financial literacy, instructional design, Mathematics and learning theory. This preliminary phase obtained the potential and the existing problems in the field. (2). The development phase; this phase was conducted by making the whole instructional design steps of ASSURE model. The next step was creating the learning documents corresponds with the instructional design of ASSURE model and making the draft of the research products (hypothetical products). Then, the hypothetical products were validated, revised the design and produced the by-products in the form of teaching materials (student’s book and exercise book) and teacher’s book. The validation of the teaching materials and the teacher’s book was conducted by an expert of Mathematics materials and an expert of financial literacy materials. The feasibility of the products was validated by a practitioner/teacher. (3). The testing phase; this phase was conducted to test the effectiveness of the developed products to the research subject. The research design to test the effectiveness of the Mathematics instructional design products to improve the learners’ financial literacy was conducted using pretest-posttest control group design. The effectiveness test was conducted using t test because of the two independent groups with a little sample and the unknown population variance.
The data collection techniques in this research applied: non-test techniques in the form of a questionnaires and validation sheets, and test technique in the form of educational achievement test.
RESULT AND DISCUSSION
This research began with a preliminary study to identify the problems in SD PL Bernardus Semarang (Pangudi Luhur Bernardus Elementary School, Semarang) related to the improvement of financial literacy. A field study was also conducted in Rumah Cerdas Keuangan Yogyakarta (Financial Smart House, Yogyakarta). The preliminary study began on April 2016. To test the effectiveness of the product, a research was conducted in SD PL Bernardus Semarang on 14 to 25 October 2017.
Journal of Curriculum Indonesia 4 (1) (2021) The Instructional Design with ASSURE Model
The instructional design with ASSURE model is also known as Heinich, Molenda, Russell and Smaldino’s model. The ASSURE model is a model of developed classroom-oriented learning materials, so it is very good to use by teachers in planning and designing learning strategies.
The instructional design in this research was developed for Mathematics in arithmetic operations and financial literacy with saving as the sub-topic.
The steps in the development of instructional design with ASSURE models consisted of six steps:
Analyze Learners
The students of PL Bernardus Semarang elementary school still had snack-buying habit at school every day (58%). One of the factors which caused this habit was the amount of their pocket money. Most of the students (68%) had > Rp.8.000,00 pocket money. 29% of them had >
Rp.13.000,00.
The higher the students’ understanding on financial planning and management to fulfill their needs, the lower their consumptive habit (Putri, Widodo, & Martono, 2016).
The students’ saving habit was good; it was seen by 42% of them save their pocket money every day and 52% of them save their pocket money if they want something.
The socio-economic condition of the students’ parents was good; within 56% of them had >
Rp.5.000.000,00 income. 22% of them had > Rp.10.000.000,00 income. 31% had Rp.2.126.000,00 to Rp.5.000.000,00 income.
In terms of the education level of the students’ parents; 80% of them were graduated from university and 11% of them were graduated from high school.
The parents’ role as models are important and it will give direction to the selection of the children’s occupation (Kurniawan, Khafid, & Pujiati, 2016). Therefore, it is recommended for parents to be able to instill sense of self-confidence and self-respect with anything belongs to the children, so they will not be easily influenced by the consumptive behavior from other children (Mawo, Thomas, & Sunarto, 2017).
The experimental class students’ Mathematics average mark the in the general class promotion test (academic year 2016/2017) was 75,257, while the population’s Mathematics average mark was 79,33.
Based on the analysis of learning styles, most of the students had a trend to learn visually (502 points), auditory (465 points) and kinesthetic (403 points).
States Objectives
The objectives which would be achieved in Mathematics learning to improve financial literacy were based on the Permendikbud No. 24 in 2016 about the Core Competencies and the Basic competences (KD) in The Curriculum of 2013 and the Financial Literacy Competency Framework (Kerangka Kompetensi Literasi Keuangan) from OECD (OECD, 2015).
The goal which would be achieved in general, after learning Mathematics the students were able to apply their numeracy skills to improve their financial literacy (saving).
The Objectives were broken down from each Basic Competence. Based on the Basic Competences, then Indicators were formulated. From the Indicators, then the Objectives of the Basic Competence are formulated. The writing of the objectives consisted of the elements of Audience, Behavior, Condition and Degree (ABCD).
Journal of Curriculum Indonesia 4 (1) (2021) Select Methods, Media, and Materials
Considering the time allocation in this research, the researcher chose the methods of lecturing and individual assignment in the form of saving. Each student saved their money in a money box (celengan) and took notes every day on the "Savings Card". The money box and the saving card were the media in the assignment method.
To stimulate the students, in the beginning of the researcher chose a film (news) related to saving activity that would be conducted by the elementary school students. The selected news was expected to inspire the students and would establish financial behavior.
The impacts of the innovative media application in Mathematics are the improvement of the teachers’ ability in designing and implementing the learning activities that applies innovative learning media; the improvement of the teacher’s ability in organizing the materials and managing the learning activities; utilizing the time allocation well; and the improvement of the students’
learning activities which are quite significant in the aspect of the students’ engagement in classical learning and the students’ perseverance in group working (Andrijati, 2014).
The learning materials were created by combining several materials, namely: mathematics, Magic Mathrick, financial literacy and moral values. The results were textbooks (a student's book and an exercise book) and a teacher's book (Figure 1).
The materials of moral values were adopted from the book of Educating for Character (Lickona, 2012). Meanwhile, the materials of Magic Mathrick were adopted from the book of Magic Mathic's (Heribertus, 2007). The discussion on the materials of arithmetic operations referred to the Permendikbud No. 24 in 2016 about the Core Competences and the Basic Competences of The Curriculum of 2013 for the Primary and Secondary Schools.
Figure 1: The Products of The Textbooks and The Teacher’s book Utilize Media and Materials
To utilize the media and the materials, the researcher employed 5P processes: Previewing (Pratinjau) the media and the materials, Preparing (Siapkan) the media and the materials, Preparing (Siapkan) the environment, Preparing (Siapkan) the leaners and Providing (Menyediakan) the learning experience.
Journal of Curriculum Indonesia 4 (1) (2021) Preview the media and the materials
This process was conducted to identify the media and the materials which are appropriate for the audience and the objectives. The media and the materials which were identified:
- Film / news about an elementary school student in Lumajang, East Java who set his pocket money aside to buy a sacrificial goat. The headline was "Setting his pocket money aside, Dio an Elementary School Students sacrificed a goat” (“Sisihkan Uang Jajan, Dio Siswa SD Berkurban 1 Ekor Kambing”). The film was downloaded from Youtube (TransTV, 2016).
- Presentation by: 1) MS PowerPoint software on the materials about saving and arithmetic operations. 2) Phet Colorado software on the materials about arithmetic and fractions. This software could be used both off line and online. For the online version, it could be accessed on these website:
Multiplication table:
https://phet.colorado.edu/sims/arithmetic/arithmetic_in.html Fraction:
https://phet.colorado.edu/sims/arithmetic/arithmetic_in.html Equivalent fraction:
https://phet.colorado.edu/sims/html/fraction-matcher/latest/fraction-matcher_en.html,
Swezller (1994) states that in all information / materials from low to high level or from easy to difficult, there is an interaction among elements in it. When the information which is associated with high material has been obtained, the students felt that they have understood the materials. So that information has become automatic, then the material elements were well understood.
Prepare the media and the materials
The teacher prepared all materials which supported the teaching activities as well as the sequence of utilization. As for the need to be prepared were:
- Liquid Crystal Display (LCD) Projector, laptop, speakers, extension cable, film file, presentation media files, laser pointer, whiteboard, stationery, money boxes, labels for the money boxes, saving cards, student’s books, exercise books, teacher’s book, calculator.
The utilization order was specifically listed in the learning steps of the Lesson Plan.
Prepare the environment
VI B classroom (experimental class) which was used for the learning process has been equipped with the LCD projector and the screen and each student could see the screen clearly. The speakers were active speakers plugged into the laptop. The power supply was located behind the teacher's desk, and it still needed an extension cable so that the power supply got closer to the teacher's desk.
Prepare the learners
The teacher conveyed the students about the objectives of Mathematics learning to improve financial literacy. In every beginning of the lesson, the teacher managed the students into a conducive situation.
Provide the learning experience
The learning experience in this research was teacher-centered, where the teacher by using the media of MS PowerPoint presentation explained the arithmetic operation associated with saving.
The saving assignment and taking notes in the saving cards were conducted individually every day, became the next learning experience.
In the learning experience mentioned above, the students could do Observing (Mengamati), Questioning (Menanya), Experimenting (Mencoba), Associating (Menalar), Communicating (Mengkomunikasikan). In the Curriculum of 2013, these 5 steps are known as 5M.
Journal of Curriculum Indonesia 4 (1) (2021) Require Learner Participation
The students’ participation was in the form of saving assignment so that they had the practical experience to apply, analyze, evaluate and create rather than merely know and understand the information. By giving the saving assignment and its note taking, the students could practice to make the purpose of saving, saving administer, manage pocket money, control themselves, and evaluate the importance of saving for themselves and others.
The students’ involvement and participation were also involved by giving arithmetic exercises in the textbook. The arithmetic questions were made using Math Resource Studio software version 4.3.1.0. In the arithmetic question, the Magic Mathrick questions were included, namely out of the box creative arithmetic concepts that would increase the students' participation. Magic Mathrick was unusual taught in the classroom. By managing the students’ curiosity in Magic Mathrick, the teacher could manage the students’ involvement maximally. Magic Mathrick was used as a trigger to build the students’ positive self-concept.
Evaluate and Revise
In this last step, an evaluation was conducted to assess students’ educational achievent, evaluate and revise methods, media and materials.
The techniques of knowledge assessment consisted of: a). Written test: 30 numbers multiple choice test and b). Assignment: activity of saving money within a certain time.
In this step, the result of the students’ educational achievement test was used to determine the effectiveness of learning by using the developed products and to analyze the students’ improvement in financial literacy mastery after learning in the experimental class.
The Validity and The Feasibility of The Developed Instructional Design with ASSURE Model The by-products in the developed instructional design with ASSURE model were: 1).
Textbooks (student's book and exercise book), 2). Teacher’s book, and 3). Lesson Plan (RPP).
Validity test of the textbooks and teacher’s book was conducted by an expert of Mathematics materials and an expert of financial literacy materials (Table 1).
Table 1: The Summary of Expert Validation Products of Book Expert Validator Score Criteria
Textbooks Mathematics 4 Valid
Financial Literacy 4.07 Valid Teacher's book Mathematics 4 Valid Financial Literacy 4.2 Valid
The Lesson Plan test was conducted by a practitioner / teacher. The Lesson Plan is an administrative tool to achieve the objectives which also consists of the teaching or learning model.
The teaching model was included in the learning steps (core learning activities) of the Lesson Plan.
The products’ feasibility test of the instructional design with ASSURE model was conducted by a practitioner / teacher as an expert validator (table 2).
Table 2: The Summary of Practitioner Validation No. Rated Aspect Total score X Criteria
1 Textbooks 40 5 Very Valid
2 Teacher’s Book 24 4.8 Very Valid
3 Lesson Plan 35 5 Very Valid
Journal of Curriculum Indonesia 4 (1) (2021) 121 4.48 Very Valid X = Actual score
The Effectiveness of The Developed Instructional Design with ASSURE Model
In the step of the development of instructional design with ASSURE model, there was an evaluation step. One of the evaluation techniques was test method, in the form of educational achievement test.
In the R & D method, the evaluation is included in the testing phase. The educational achievement test was called as posttest. The result of the posttest was used to determine the products effectiveness by using independent samples t-test. The test was conducted by comparing the posttest result between the experimental class and control class.
Requirement Test
The data normality test of the pretest and the posttest used one-sample Kolmogorov-Smirnov (Table 3).
Table 3: The Result of Normality Test No. Class p-value (sig.)
Pretest Posttest 1 Experimental 0.691 0.669 2 Control 0.178 0.902
The data normality test of the pretest p-value in both the experimental class and the control class was > 0.05, so that Ha was accepted. It means that the population of the experimental group and the control group was normally distributed.
Homogeneity test used One Way ANOVA test (Table 4)
Table 4: The Result of Homogeneity Test No. Test Levene Statistic p-value (sig.)
1 Pretest 0,013 0.910
2 Posttest 0.450 0.505
The pretest probability (sig.) in the experimental class and the control class = 0.910 > 0.05, so that H0 was accepted. It means that the population variance was identical / similar.
The pretest probability (sig.) in the experimental class and the control class = 0.505 > 0.05, so that H0 was accepted. It means that the population variance was identical / similar.
Because of the normal data and the homogeneous population variance, so the average of the post-test in the experimental class and the control class were analyzed using parametrical statistics.
The average mark of the posttest in the experimental class and the control class was tasted using independent samples t-test (Table 5).
Table5: The Group Statistic’s t-test Posttest Result N Mean Value Experimental Class 34 72.4268
Control Class 30 56.3887
Journal of Curriculum Indonesia 4 (1) (2021)
The result of the average test calculations showed the probability was 0.000 < 0.05 so that H0 is rejected. It means that the average of the experimental class and the control class was not identical / not similar.
The difference of the students’ educational achievement test in the experimental class and the control class was tested on its significance using independent samples t-test. The result of the analysis obtained coefficient of t = 3.717 with coefficient of p-value 0.000, which meant < 0.05.
Thus H0 was rejected, or there was a significant difference between the students’ educational achievement in the experimental class and the control class. The average of the experimental class was 72,4268, while the average of the control class was 56,3887.
The difference of the students’ educational achievement in the experimental class and the control class was tested using n-gain test. By applying the t-test, it optained group statistic’s t-test n- gain (Table 6).
Table 6: Group Statistic’s t-test n-gain Test
Class N Mean Deviation Std. Error Mean Std.
Gain Experimental 33 15.2770 9.06184 1.57746 Control 29 4.7410 12.7818 2.37354
The experimental class (M = 15,2770) had higher improvement level than the control class (M
= 4,7410).
The results of the analysis of t = 3.778 and p-value = 0.000 < 0.05. It means that the experimental class had more significant improvement than the control class. Thus, the treatment given to the experimental class was success.
The improvement of the students’ understanding or mastery of concepts after learning was tested using n-gain. To know the n-gain criteria, it used Hake’s formula (Hake, 2016).
pre maks
pre post
S S
S gain S
n
0,37
3106 , 56 100
3106 , 56 4268 ,
72
gain n
According to Hake, the gain of 0,37 is classified into the moderate category.
The Final Model of Instructional Design in Mathematics to Improve Financial Literacy
The development of instructional design with ASSURE model in Mathematics to improve financial literacy (Figure 2) is based on several findings in the literature, including the statement of the Organization of Economic Cooperation and Development (OECD) General Secretary, Angel Gurria (2012), who said "32 percent of children who take the test in the Program for International Student Assessment (PISA) could not finish the easiest mathematical problems. Without the most basic skills, he is worried that most likely the children will drop out of school or will be difficult to face the real life in the future " (Fitri, 2013). And one of the 21st century skills one should have is the financial literacy capability (Trisdiono, 2013).
The result of this research’s final model contained the steps of instructional design with ASSURE model, learning process according fact in the field and evaluation (Figure 2).
The whole ASSURE steps which the teacher created in preparing the lesson then manifested into Lesson Plan (RPP). A Lesson Plan is a document that contains the strategies to achieve the objectives.
The documents of the developed instructional design with ASSURE model in Mathematics to improve financial literacy are manifested in the form of Lesson Plan as a strategy guidance in the teaching and learning process.
Journal of Curriculum Indonesia 4 (1) (2021)
In the Evaluate and Revise step (Picture 2), the teacher has already determined what evaluation techniques to use, whether in the test or non test technique. To get the feedback of teaching and learning process, it can be performed with the formative assessment and summative test. The result of formative assessment can be used as a basic to improve the learning strategies.
Meanwhile, the result of the summative test is used to find the learners’ achievement in the basic competence and to find the teacher’s achievement in teaching.
According to Gabriele (2016), the utilization of formative assessment and summative test is strongly influenced by the teacher’s view. Teacher who doesn’t feel certain that their assessment is accurate might be involved in finding out additional information to improve their knowledge about the learners through formative assessment. This process can produce the students’ accurate assessment. The accurate assessment steps could have important and useful implications for the evaluation of teacher’s preparation, professional development, and the teacher’s performance.
Gabrielle’s opinion was reinforced by Sulistyorini (2015), who says that the assessment was also used to determine the strengths and weaknesses in the learning process, so it could be used as a basic in making decision, and the improvement of the last learning process.
Figure 2: The Final Model of The Developed Instructional Design with ASSURE Model To improve the instructional design, then a Total Revision was conducted by finding out the improvement-require parts. Practically, the revision can be manifested directly on the Lesson Plan.
The revision plot of the development with ASSURE model in this research clarified and reinforced the cycle of the original model. The final model resulted from this research synchronized between the original ASSURE models with factual models that would simplify the teacher as an instructional design developer to implement the instructional design with ASSURE model.
This research contributes a model of instructional design in Mathematics to improve the elementary school students’ financial literacy with the developed ASSURE model. Principally, the final model of instructional design in using Mathematics to improve financial literacy is a design, implementation, and evaluation of teaching strategies to fulfill the students’ learning necessity. A successful personal financial program must have carefully-designed plans and can be assessed on its effectiveness in the students’ personal financial literacy (Asarta, Hill, & Meszaros, 2014).
The result of this research products’ effectiveness test supports the possibility of integrating financial literacy into mathematics. This result answers what Sari (2016) said, that financial literacy should be integrated into other subjects and not an independent subject to make it effective (Sari, 2016).
The logical consequences of the result of this research’s implementation were the teachers must be willing to develop themselves and make changes in teaching. It needs special training for
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The training aims to assist the teachers to be able to apply more professional teaching which aware of “what” and “how” to teach financial literacy in Mathematics (Manuel & Morony, 2011).
The teachers should develop more teaching model of team-based learning and collaborative learning; and utilize Information and Communication Technology (ICT) in improving the quality of their teaching (Haryono, 2017). All learning methods require knowledge and better process to teach the students (Lucey T. A., 2002).
The strategies and the process of teaching the learners also determine the general achievement of the goals and not only the achievement of the objectives. The initial instructional design must be arranged by the teachers as their responsibility to the learners in the learning process in the classroom. As stated by Smaldino (2014), that learning occurs through important decisions that must be decided by teachers to ensure the success of learning. Blue (2014) adds, therefore, the teachers’
efective, abilities, skills, knowledge and support in teaching financial literacy should be noticed.
Being a designer of instructional design requires extensive experience to improve the skills as an increasingly-improved designer. Uduma (2007) said that the expert of instructional design used more intuitive approach which utilizes their wide experience. That statement was reinforced by Rowland (1993), that the instructional design was a process that requires not only technical expertise but also a creative approach to effectively resolve instructional problems. Amanaturrakhmah (2017) confirms that a very strong relationship existed between design and implementation. When the design is well developed, it will be followed by the good learning implementation.
The power of teachers’ intuition and experience are the powerful factors in creating instructional design. Beside the data obtained in the step of Analyzing Learners, the teachers also have data of initial perceptions on the students' ability in the main discussion of which the instructional design being created.
CONCLUSION
The developed instructional design with ASSURE model in the arithmetic operations to improve financial literacy (saving) in SD PL Bernardus Semarang is valid to use as a model of developed instructional design to improve the elementary school students’ financial literacy.
This research shows that to improve the elementary school students’ financial literacy can be conducted by integrating it in mathematics. The integration is conducted by creating instructional design with ASSURE model.
Considering the step of Selecting Methods, Media, and Materials, the ASSURE model allows the teachers to combine Mathematics materials (numbers) with financial literacy (saving) in a comprehensive learning material. It needs the teachers’ creativity to combine Mathematics with financial literacy as attractive as possible.
Overall, the instructional design with ASSURE model is proven effective and able to improve financial knowledge, influence the establishment of financial behavior and social behavior.
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