Analyzing Financial Literacy Indicators for Children Aged 10 to 12 within the Framework of Islamic Economic Education

Abstract

Objective: This study aims to identify and prioritize financial literacy indicators for children aged 10 to 12 within the framework of Islamic economic education, using the Best-Worst Method (BWM) and the combined DEMATEL-ISM approach. Methodology: The research methodology is applied and descriptive in nature, utilizing library-based studies. The statistical population includes experts and practitioners in the field of financial literacy education, as well as university professors in accounting and finance disciplines. Findings: The findings indicate that among the key financial literacy indicators—spending and saving management, credit and debt management, employability and income, investment, risk management and insurance, and financial decision-making—spending and saving management, along with employability and income, hold the highest priorities. Based on the analyses conducted, employability and income have the greatest impact on other indicators and are influenced only by financial decision-making. Other financial literacy indicators, such as spending and saving management, credit and debt, investment, and risk management, are influenced and are considered dependent variables. Conclusion: The results of this study can assist policymakers and educators in designing and implementing appropriate educational programs to strengthen financial literacy in children.