Augmented reality (AR)-based sharia financial literacy system (AR-SFLS): a new approach to virtual sharia financial socialization for young learners
urpose – This study aims to examine financial socialization based on augmented reality (AR) technology for elementary school students, which it is hoped will improve their sharia financial knowledge. Design/methodology/approach – The experimental method with pre- and post-test and control groups...
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| Format: | Article |
| Language: | English |
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Emerland
2022
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| Subjects: | |
| Online Access: | https://repository.ugm.ac.id/281837/1/Fatimah_EB.pdf |
| _version_ | 1797037484587089920 |
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| author | Sari, Ratna Candra Fatimah, P. L. Rika Ilyana, Sariyatul Hermawan, Hardika Dwi |
| author_facet | Sari, Ratna Candra Fatimah, P. L. Rika Ilyana, Sariyatul Hermawan, Hardika Dwi |
| author_sort | Sari, Ratna Candra |
| collection | UGM |
| description | urpose – This study aims to examine financial socialization based on augmented reality (AR) technology
for elementary school students, which it is hoped will improve their sharia financial knowledge.
Design/methodology/approach – The experimental method with pre- and post-test and control groups
was used to test the improvement in the young learners’ sharia financial knowledge. This study used AR for
sharia financial socialization on elementary school students and focused on sharia’s basic concepts, which
include earning money, balanced spending, borrowing, saving, investment, payment methods, financial
technology and the concept of protection.
Findings – This study finds empirical evidence that the treatment group, who received sharia financial
socialization via the AR media, increased their sharia financial knowledge to a greater extent than the control
group did.
Research limitations/implications – This study provides encouraging evidence about the potential of
sharia financial education for elementary school students using the appropriate learning strategies and media.
The weakness in this study is that it was only carried out in one elementary school, with the children of middle- to upper-income parents. Further research should be undertaken at several schools with the children
of parents with different income levels.
Practical implications – A shift in learning styles from verbal or visual to virtual encourages the use of
AR-based learning media. Financial concepts can be abstract ones, and AR-based learning media is able to
present intangible virtual elements so they become more concrete and tangible.
Social implications – The global COVID-19 pandemic has affected all aspects. One of the most severe and
likely to be multiyear ahead is the financial aspect. Therefore, this research is expected to be a preparation for
the younger generation as early as possible to strengthen social benefits in order to improve sharia financial
literacy.
Originality/value – Research into the financial literacy, especially sharia financial literacy aimed at
elementary school students, is still very limited. The teaching of financial literacy will be more effective if
educators use the appropriate strategies and media. This study used financial socialization strategies and AR
learning media that are aligned with the learning styles of young learners. |
| first_indexed | 2024-03-14T00:04:03Z |
| format | Article |
| id | oai:generic.eprints.org:281837 |
| institution | Universiti Gadjah Mada |
| language | English |
| last_indexed | 2024-03-14T00:04:03Z |
| publishDate | 2022 |
| publisher | Emerland |
| record_format | dspace |
| spelling | oai:generic.eprints.org:2818372023-11-14T06:15:17Z https://repository.ugm.ac.id/281837/ Augmented reality (AR)-based sharia financial literacy system (AR-SFLS): a new approach to virtual sharia financial socialization for young learners Sari, Ratna Candra Fatimah, P. L. Rika Ilyana, Sariyatul Hermawan, Hardika Dwi Economics and Business Economics urpose – This study aims to examine financial socialization based on augmented reality (AR) technology for elementary school students, which it is hoped will improve their sharia financial knowledge. Design/methodology/approach – The experimental method with pre- and post-test and control groups was used to test the improvement in the young learners’ sharia financial knowledge. This study used AR for sharia financial socialization on elementary school students and focused on sharia’s basic concepts, which include earning money, balanced spending, borrowing, saving, investment, payment methods, financial technology and the concept of protection. Findings – This study finds empirical evidence that the treatment group, who received sharia financial socialization via the AR media, increased their sharia financial knowledge to a greater extent than the control group did. Research limitations/implications – This study provides encouraging evidence about the potential of sharia financial education for elementary school students using the appropriate learning strategies and media. The weakness in this study is that it was only carried out in one elementary school, with the children of middle- to upper-income parents. Further research should be undertaken at several schools with the children of parents with different income levels. Practical implications – A shift in learning styles from verbal or visual to virtual encourages the use of AR-based learning media. Financial concepts can be abstract ones, and AR-based learning media is able to present intangible virtual elements so they become more concrete and tangible. Social implications – The global COVID-19 pandemic has affected all aspects. One of the most severe and likely to be multiyear ahead is the financial aspect. Therefore, this research is expected to be a preparation for the younger generation as early as possible to strengthen social benefits in order to improve sharia financial literacy. Originality/value – Research into the financial literacy, especially sharia financial literacy aimed at elementary school students, is still very limited. The teaching of financial literacy will be more effective if educators use the appropriate strategies and media. This study used financial socialization strategies and AR learning media that are aligned with the learning styles of young learners. Emerland 2022-01-18 Article PeerReviewed application/pdf en https://repository.ugm.ac.id/281837/1/Fatimah_EB.pdf Sari, Ratna Candra and Fatimah, P. L. Rika and Ilyana, Sariyatul and Hermawan, Hardika Dwi (2022) Augmented reality (AR)-based sharia financial literacy system (AR-SFLS): a new approach to virtual sharia financial socialization for young learners. International Journal of Islamic and Middle Eastern Finance and Management, 15 (1). pp. 48-65. ISSN 753-8394 https://www.emerald.com/insight/1753-8394.htm http://dx.doi.org/10.1108/IMEFM-11-2019-0484 |
| spellingShingle | Economics and Business Economics Sari, Ratna Candra Fatimah, P. L. Rika Ilyana, Sariyatul Hermawan, Hardika Dwi Augmented reality (AR)-based sharia financial literacy system (AR-SFLS): a new approach to virtual sharia financial socialization for young learners |
| title | Augmented reality (AR)-based sharia financial literacy system (AR-SFLS): a new approach to virtual sharia financial
socialization for young learners |
| title_full | Augmented reality (AR)-based sharia financial literacy system (AR-SFLS): a new approach to virtual sharia financial
socialization for young learners |
| title_fullStr | Augmented reality (AR)-based sharia financial literacy system (AR-SFLS): a new approach to virtual sharia financial
socialization for young learners |
| title_full_unstemmed | Augmented reality (AR)-based sharia financial literacy system (AR-SFLS): a new approach to virtual sharia financial
socialization for young learners |
| title_short | Augmented reality (AR)-based sharia financial literacy system (AR-SFLS): a new approach to virtual sharia financial
socialization for young learners |
| title_sort | augmented reality ar based sharia financial literacy system ar sfls a new approach to virtual sharia financial socialization for young learners |
| topic | Economics and Business Economics |
| url | https://repository.ugm.ac.id/281837/1/Fatimah_EB.pdf |
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