The Effect of Family Economic Education, Social Media Use, and Academic Culture on the Digital Economic Literacy of Economic Education Students at Universitas Negeri Jakarta
Adistya Putri Aisyana*
Suparno Suparno
Aditya Pratama
Digital transformation in education has progressed alongside Industry 4.0, making digital literacy an important skill for university students. This study analyzes the effect of family economic education, social media use, and academic culture on the digital economic literacy of Economic Education students at Universitas Negeri Jakarta, both partially and simultaneously. Using a quantitative survey method, data were collected through an online questionnaire from 144 respondents from the 2022 and 2023 cohorts, selected via proportional random sampling with the Slovin formula from a population of 225 students. Data were analyzed using Partial Least Square Structural Equation Modeling (PLS-SEM) with SmartPLS 4. Results show that family economic education has a positive and significant effect on digital economic literacy (path coefficient 0.311; p value 0.010), while academic culture has the largest positive and significant effect (path coefficient 0.505; p value 0.000). Social media use, however, shows no significant effect (path coefficient 0.027; p value 0.768). Simultaneously, the three independent variables explain 60.5 percent of the variation in digital economic literacy, categorized as moderate. These findings confirm that family and campus academic environments are far more decisive for students’ digital economic literacy than social media intensity alone, since students’ social media activities tend to be oriented toward social interaction and entertainment rather than economic information exploration. The study implies that educational policy should integrate the strengthening of academic culture and family economic education as a strategy to improve the digital economic literacy of prospective economics educators.
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