<> <http://www.w3.org/2000/01/rdf-schema#comment> "The repository administrator has not yet configured an RDF license."^^<http://www.w3.org/2001/XMLSchema#string> .
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<http://repository.upi.edu/id/eprint/138056> <http://purl.org/dc/terms/title> "IMPLEMENTASI PROGRAM CHA-CHING DALAM MENINGKATKAN LITERASI FINANSIAL: Peserta Didik Fase C di SD Assa'adah Global Islamic School (AGIS)"^^<http://www.w3.org/2001/XMLSchema#string> .
<http://repository.upi.edu/id/eprint/138056> <http://purl.org/ontology/bibo/abstract> "Penelitian ini menganalisis implementasi Program Cha-ching dalam meningkatkan \r\nliterasi finansial peserta didik Fase C di SDIT Assa’adah Global Islamic School \r\n(AGIS), mencakup perencanaan, pelaksanaan, dan evaluasi. Menggunakan \r\npendekatan kualitatif metode studi kasus, subjek penelitian terdiri dari kepala \r\nsekolah, guru, dan peserta didik. Data diperoleh melalui wawancara, observasi, dan \r\ndokumentasi, lalu dianalisis dengan model Miles & Huberman. Hasil menunjukkan \r\nbahwa Program Cha-ching diintegrasikan secara terstruktur dalam kurikulum. \r\nPerencanaan dilakukan melalui penyusunan perangkat ajar, pemilihan metode \r\nkontekstual, dan penggunaan media video animasi. Kegiatan penunjang seperti \r\nmarket day, kunjungan ke Bank Indonesia, dan gerakan sedekah seribu mendukung \r\npemahaman empat konsep literasi finansial: memperoleh (earn), menyimpan \r\n(save), membelanjakan (spend), dan menyumbang (donate). Pelaksanaan \r\nberlangsung interaktif melalui diskusi, bermain peran, dan simulasi jual beli. \r\nEvaluasi dilakukan berkelanjutan melalui observasi, penilaian proyek, dan \r\ndokumentasi karya peserta didik yang digunakan untuk menilai keterlibatan dan \r\npencapaian peserta didik. Kesimpulannya, program ini menunjukan potensi dalam \r\nmendukung peningkatan pemahaman dan perilaku finansial peserta didik, termasuk \r\nkemampuan mengelola uang, membedakan kebutuhan dan keinginan, serta sikap \r\ntanggung jawab. Meskipun demikian, efektifitas program ini perlu ditinjau lebih \r\nlanjut melalui uji coba pada berbagai konteks sekolah, peningkatan keterlibatan \r\nkeluarga, serta penerapan metode pembelajaran yang lebih variatif.\r\n\r\nThis study analyzes the implementation of the Cha-ching Program in improving the \r\nfinancial literacy of Phase C students at SDIT Assa'adah Global Islamic School \r\n(AGIS), covering planning, implementation, and evaluation. Using a qualitative \r\ncase study approach, the research subjects consisted of the principal, teachers, and \r\nstudents. Data was collected through interviews, observations, and documentation, \r\nthen analyzed using the Miles & Huberman model. The results indicate that the \r\nCha-ching Program is structurally integrated into the curriculum. Planning was \r\ncarried out through the development of teaching materials, the selection of \r\ncontextual methods, and the use of animated video media. Supporting activities \r\nsuch as market day, visits to Bank Indonesia, and the “thousand-dollar donation” \r\ncampaign reinforce understanding of the four financial literacy concepts: earning, \r\nsaving, spending, and donating. Implementation is interactive through discussions, \r\nrole-playing, and buying and selling simulations. Evaluation is conducted \r\ncontinuously through observation, project assessment, and documentation of \r\nstudents' work, which is used to assess their engagement and achievements. In \r\nconclusion, this program shows potential in supporting improvements in students' \r\nfinancial understanding and behavior, including money management skills, \r\ndistinguishing between needs and wants, and a sense of responsibility. However, \r\nthe effectiveness of this program needs to be further reviewed through trials in \r\nvarious school contexts, increased family involvement, and the application of more \r\nvaried learning methods."^^<http://www.w3.org/2001/XMLSchema#string> .
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