DEVELOPING AN LMS–PJBL MODEL FOR FINANCIAL BEHAVIOR IN HIGH SCHOOL ECONOMICS

Abstract

This study addresses the persistent gap between financial knowledge and financial behavior among high school students. While students may demonstrate adequate cognitive understanding of financial concepts, this knowledge often does not translate into responsible financial practices. Using a Research and Development (R&D) approach based on the Dick and Carey model, integrated with the Gold Standard Project-Based Learning (PjBL) framework, this study developed an LMS-supported economics learning model (LMS–PjBL). The model consists of conceptual, procedural, and physical components, including instructional materials and a digital learning platform. Formative evaluations involving instructional design, subject matter, and media experts indicated high feasibility, with scores ranging from 4.37 to 5.00. Student trials conducted at the one-to-one, small group, and field stages produced scores between 4.03 and 4.44, indicating that the model is practical and implementable in classroom settings. These findings suggest that the LMS–PjBL model provides a structured and contextual learning environment that supports the development of financial habits. However, this study is limited to feasibility validation and does not yet provide empirical evidence of effectiveness in improving financial behavior.