Contextual Financial Literacy Module with Flipped Classroom for Elementary Students

Abstract

Financial literacy is an essential competency for elementary students as they encounter daily financial decisions such as managing pocket money, distinguishing needs from wants, and developing saving habits. However, preliminary findings reveal that many students still struggle to understand basic financial concepts and apply them in everyday contexts. This study aims to develop and evaluate the validity and effectiveness of a contextual financial literacy module integrated with the Flipped Classroom model for elementary students. The research employed a Research and Development (R&D) approach using the ADDIE model. The product consisted of a printed module supported by QR-linked instructional videos and contextual activities. Effectiveness testing involved 36 fourth-grade students using a one-group pretest–posttest design. Data were collected through interviews, expert validation, and financial literacy tests, analyzed with Aiken’s V, paired-sample t-test, Cohen’s d, and N-Gain. Results showed an overall Aiken’s V of 0.73, indicating validity. Students’ mean scores improved from 58.47 (pretest) to 84.31 (posttest), with a mean difference of 25.84 points. The paired t-test confirmed significant improvement, t(35) = -18.276, p < 0.001, with Cohen’s d = 3.04 and N-Gain = 0.62 (moderate). These findings imply that the developed module provides a valid and effective contextual resource to strengthen financial literacy through independent pre-class learning and active classroom engagement.