DEVELOPMENT OF A PROJECT-BASED LEARNING ECONOMIC LITERACY MODULE TO TRAIN THE FINANCIAL INTELLIGENCE OF ELEMENTARY SCHOOL TEACHER EDUCATION STUDENTS IN THE SOCIETY 5.0 ERA

Abstract

The emergence of the Society 5.0 era has transformed educational and economic paradigms, requiring prospective teachers to possess strong financial literacy to navigate global dynamics. This study aims to develop a Project-Based Learning (PjBL)-based economic literacy module designed to enhance the financial intelligence of students in the Elementary School Teacher Education (PGSD) program. The development process employed the Hannafin and Peck research and development model, which consists of three stages: needs analysis, design, and development, followed by expert validation and limited field trials. The study involved 35 PGSD students as participants. Data were collected through questionnaires, interviews, observations, and learning outcome tests, then analyzed using a mixed-methods approach with quantitative and qualitative descriptive techniques. Validation results indicated a high level of feasibility across the material (89%), design (85%), and language (83%) aspects, confirming that the module is appropriate and practical for use. The findings demonstrate that the PjBL-based economic literacy module effectively improves students’ financial intelligence, particularly in their ability to rationally and contextually plan, manage, and evaluate financial decisions. Student responses also indicated that the module is easy to understand, interactive, and aligned with their learning needs. Overall, the module is deemed valid, effective, and practical as a learning resource that strengthens the role of PGSD students as financial literacy agents in the Society 5.0 era.