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Family economics education and basic economics in shaping students’ irrationality

International Journal of Evaluation and Research in Education (IJERE) · Vol. 15 No. 1 (2026) · hlm. 895–914

DOI
10.11591/ijere.v15i1.33626
ISSN
2620-5440, 2252-8822
Terbit
2026-02-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

The COVID-19 pandemic has led to changes in consumption habits and irrational consumption, which also exhibit a strong tendency towards family economic education (FEE) in shaping student economic behavior and economic irrationality (IR). The novelty of this study lies in the exploration of the relationship between FEE and students’ economic behavior mediated by basic economic (BE) understanding, which is still under-explored in the context of economic education in Indonesia. This study uses a quantitative approach with structural equation modeling (SEM). A total of 385 students of economics or economic education study programs are spread across 38 provinces in Indonesia. The finding of the research indicate that FEE has a significant but relatively weak positive effect on students’ BE understanding. In addition, FEE directly increases students’ irrationality, as well as BE understanding, which also turns out to contribute positively to such irrational behavior. This finding implicitly shows that the delivery of intensive FEE information does not always have a positive impact but can actually strengthen IR in students. Thus, this study emphasizes the need for a more careful and selective approach in FEE to reduce students’ irrational behavior.

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  • Universitas Negeri Surabaya
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Luqman HakimAfiliasi tidak diketahui1
Waspodo Tjipto SubrotoAfiliasi tidak diketahui1
Mohamad Arief RafsanjaniUniversitas Negeri Surabaya1
Handri Dian WahyudiAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Family economics education and basic economics in shaping students’ irrationality</dc:title>
	<dc:creator>Fiky Prakoso, Albrian</dc:creator>
	<dc:creator>Tjipto Subroto, Waspodo</dc:creator>
	<dc:creator>Hendi Andriansyah, Eka</dc:creator>
	<dc:creator>Canda Sakti, Norida</dc:creator>
	<dc:creator>Eko Ginanjar, Ardhita</dc:creator>
	<dc:creator>Srisuk, Prattana</dc:creator>
	<dc:creator>Nugraheny Priastuti, Dyah</dc:creator>
	<dc:creator>Youhanita, Ety</dc:creator>
	<dc:subject xml:lang="en-US">Basic economics; Consumer behavior; Economics education; Family economics education; Irrationality</dc:subject>
	<dc:description xml:lang="en-US">The COVID-19 pandemic has led to changes in consumption habits and irrational consumption, which also exhibit a strong tendency towards family economic education (FEE) in shaping student economic behavior and economic irrationality (IR). The novelty of this study lies in the exploration of the relationship between FEE and students’ economic behavior mediated by basic economic (BE) understanding, which is still under-explored in the context of economic education in Indonesia. This study uses a quantitative approach with structural equation modeling (SEM). A total of 385 students of economics or economic education study programs are spread across 38 provinces in Indonesia. The finding of the research indicate that FEE has a significant but relatively weak positive effect on students’ BE understanding. In addition, FEE directly increases students’ irrationality, as well as BE understanding, which also turns out to contribute positively to such irrational behavior. This finding implicitly shows that the delivery of intensive FEE information does not always have a positive impact but can actually strengthen IR in students. Thus, this study emphasizes the need for a more careful and selective approach in FEE to reduce students’ irrational behavior.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2026-02-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/33626</dc:identifier>
	<dc:identifier>10.11591/ijere.v15i1.33626</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 15, No 1: February 2026; 895-914</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v15i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/33626/14906</dc:relation>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/downloadSuppFile/33626/6682</dc:relation>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/downloadSuppFile/33626/6684</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Albrian Fiky Prakoso, Waspodo Tjipto Subroto, Eka Hendi Andriansyah, Norida Canda Sakti, Ardhita Eko Ginanjar, Prattana Srisuk, Dyah Nugraheny Priastuti, Ety Youhanita</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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