Empowering South Sulawesi MGMP Economics Teachers through Digital Economic Literacy and Artificial Intelligence
Pemberdayaan Guru Ekonomi MGMP Sulawesi Selatan melalui Literasi Ekonomi Digital dan Artificial Intelligence
DOI:
https://doi.org/10.35877/454RI.mattawang4335Keywords:
Digital Literacy, Game-Based Learning, Kahoot, Economic Literacy, Artificial IntelligenceAbstract
The transformation of education in the digital era requires teachers to have adequate technological literacy, especially in economic learning that is relevant to the dynamics of everyday life. This service program aims to improve teachers' digital economic literacy through a Kahoot-based game-based learning approach. Four main materials were developed, namely Shares, Online Gambling, Life Trail, and MagicSchool AI. The activity was carried out with the South Sulawesi Economics Teacher MGMP Forum using a Participatory Action Research (PAR) approach through the stages of socialization, training, implementation, mentoring, and evaluation. The methods used were interactive quizzes, simulations, discussions, and hands-on practice. The evaluation results showed a significant increase in teachers' understanding, with the highest achievement in the material of Shares and MagicSchool AI. This training not only strengthens teachers' digital skills, but also fosters their reflective, collaborative attitudes and readiness as agents of change in integrating digital technology in economic learning.
References
Akçay?r, G., & Akçay?r, M. (2022). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 35, 100429. https://doi.org/10.1016/j.edurev.2021.100429
Anggara, & Yunia Fauzia, I. (2024). The Role Of Islamic Financial Literacy In Preventing Online Slot Gambling Among Gen Z. Jurnal Justisia Ekonomika: Magister Hukum Ekonomi Syariah, 8(2), 1190–1201. https://doi.org/10.30651/justeko.v8i2.24023
Eickelmann, B., & Gerick, J. (2020). Learning with digital media in primary school: A comparison of teachers’ and students’ perspectives. Education and Information Technologies, 25(5), 4057–4076. https://doi.org/10.1007/s10639-020-10122-4
Gürsoy, S. (2025). Artificial Intelligence Literacy and the Digital Divide: Implications for Financial Investors. Journal of Business and Econometrics Studies, 1–9. https://doi.org/10.61440/JBES.2025.v2.52
Hamalainen, R., Lainema, K., Lainema, T., & Syynimaa, K. (2021). Organizing for collaboration in simulation-based environments: An affordance perspective. Journal of Educational Computing Research. https://doi.org/10.1080/15391523.2021.1962451
Howard, S. K., Tondeur, J., Siddiq, F., & Scherer, R. (2021). Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education. Technology, Pedagogy and Education, 30(1), 141–158. https://doi.org/10.1080/1475939X.2020.1839543
Instefjord, E. J., & Munthe, E. (2021). Preparing pre-service teachers to integrate technology: An analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education, 44(2), 204–221. https://doi.org/10.1080/02619768.2020.1841550
Kartini, K., Pahlevi, R. W., & Rachmi, N. H. (2022). Mapping of Digital Financial Literacy Research: A Bibliometric Review. Jurnal Minds: Manajemen Ide dan Inspirasi, 9(1), 159–174. https://doi.org/10.24252/minds.v9i1.28358
Kemdikbudristek. (2022). Kebijakan Merdeka Belajar dan transformasi digital pendidikan. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer Singapore. https://doi.org/10.1007/978-981-4560-67-2
Kullaslahti, J., Ruhalahti, S., & Brauer, S. (2021). Professional development of digital competences: Standardized frameworks supporting evolving digital badging practices. Journal of Computers in Education, 8, 431–450. https://doi.org/10.1007/s40692-021-00186-y
McNiff, J., & Whitehead, J. (2006). Action Research: Living Theory. Sage Publications. https://doi.org/10.4135/9781849208536
Munna, A. S., & Khanam, R. (2021). Analysis of the Value and Advantages of Financial Literacy and Digitalization to the Individual. International Journal of Asian Education, 2(2), 141–152. https://doi.org/10.46966/ijae.v2i2.80
Nguyen, L. T., & Habók, A. (2021). Teachers’ beliefs and practices of technology integration in teaching EFL: A structural equation modeling approach. British Journal of Educational Technology, 52(2), 1007–1025. https://doi.org/10.1111/bjet.13064
Nguyen, T. M., Bui, T. H., & Pham, C. T. (2022). Digital literacy and teachers’ professional development: A case study in higher education. Education and Information Technologies, 27, 5597–5614. https://doi.org/10.1007/s10639-022-10890-1
Redecker, C. (2020). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union. https://doi.org/10.2760/159770
Ridhoh, M. Y., Bakhtiar, B., & Randiawan, R. (2025). Mitigating Online Gambling through Pancasila Education and the Strengthening of Digital-Financial Literacy: A Phenomenological Study. De Cive?: Jurnal Penelitian Pendidikan Pancasila dan Kewarganegaraan, 5(3), 113–127. https://doi.org/10.56393/decive.v5i3.3012
Saeed, A., & Khan, A. A. (2025). Heuristics Influence on Investment Decision Making at Pakistan Stock Exchange: Mediation of Digital Financial Literacy and Moderation of AI Adoption. Journal of Accounting and Finance in Emerging Economies, 11(1). https://doi.org/10.26710/jafee.v11i1.3293
Suparno, Disman, Saptono, A., & Widhiastuti, R. (2024). Economic Education, Digital Literacy and Intention to Invest Among Students: The Mediating Role of Financial Attitudes. International Journal of Instruction, 17(1), 65–82. https://doi.org/10.29333/iji.2024.1714a
Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2021). A multilevel analysis of what matters in the training of pre-service teacher’s ICT competencies. Computers & Education, 160, 104052. https://doi.org/10.1016/j.compedu.2020.104052
United Nations. (2023). The sustainable development goals report 2023. United Nations. https://unstats.un.org/sdgs/report/2023
Watanapongvanich, S., Khan, M. S. R., Putthinun, P., Ono, S., & Kadoya, Y. (2022). Financial Literacy and Gambling Behavior in the United States. Journal of Gambling Studies, 38(2), 445–463. https://doi.org/10.1007/s10899-021-10030-5
Zaimovic, A., Meskovic, M. N., Dedovic, L., Arnaut-Berilo, A., Zaimovic, T., & Torlakovic, A. (2024). Measuring Digital Financial Literacy. Procedia Computer Science, 236, 574–581. https://doi.org/10.1016/j.procs.2024.05.068
Anggara, & Yunia Fauzia, I. (2024). The Role Of Islamic Financial Literacy In Preventing Online Slot Gambling Among Gen Z. Jurnal Justisia Ekonomika: Magister Hukum Ekonomi Syariah, 8(2), 1190–1201. https://doi.org/10.30651/justeko.v8i2.24023
Eickelmann, B., & Gerick, J. (2020). Learning with digital media in primary school: A comparison of teachers’ and students’ perspectives. Education and Information Technologies, 25(5), 4057–4076. https://doi.org/10.1007/s10639-020-10122-4
Gürsoy, S. (2025). Artificial Intelligence Literacy and the Digital Divide: Implications for Financial Investors. Journal of Business and Econometrics Studies, 1–9. https://doi.org/10.61440/JBES.2025.v2.52
Hamalainen, R., Lainema, K., Lainema, T., & Syynimaa, K. (2021). Organizing for collaboration in simulation-based environments: An affordance perspective. Journal of Educational Computing Research. https://doi.org/10.1080/15391523.2021.1962451
Howard, S. K., Tondeur, J., Siddiq, F., & Scherer, R. (2021). Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education. Technology, Pedagogy and Education, 30(1), 141–158. https://doi.org/10.1080/1475939X.2020.1839543
Instefjord, E. J., & Munthe, E. (2021). Preparing pre-service teachers to integrate technology: An analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education, 44(2), 204–221. https://doi.org/10.1080/02619768.2020.1841550
Kartini, K., Pahlevi, R. W., & Rachmi, N. H. (2022). Mapping of Digital Financial Literacy Research: A Bibliometric Review. Jurnal Minds: Manajemen Ide dan Inspirasi, 9(1), 159–174. https://doi.org/10.24252/minds.v9i1.28358
Kemdikbudristek. (2022). Kebijakan Merdeka Belajar dan transformasi digital pendidikan. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer Singapore. https://doi.org/10.1007/978-981-4560-67-2
Kullaslahti, J., Ruhalahti, S., & Brauer, S. (2021). Professional development of digital competences: Standardized frameworks supporting evolving digital badging practices. Journal of Computers in Education, 8, 431–450. https://doi.org/10.1007/s40692-021-00186-y
McNiff, J., & Whitehead, J. (2006). Action Research: Living Theory. Sage Publications. https://doi.org/10.4135/9781849208536
Munna, A. S., & Khanam, R. (2021). Analysis of the Value and Advantages of Financial Literacy and Digitalization to the Individual. International Journal of Asian Education, 2(2), 141–152. https://doi.org/10.46966/ijae.v2i2.80
Nguyen, L. T., & Habók, A. (2021). Teachers’ beliefs and practices of technology integration in teaching EFL: A structural equation modeling approach. British Journal of Educational Technology, 52(2), 1007–1025. https://doi.org/10.1111/bjet.13064
Nguyen, T. M., Bui, T. H., & Pham, C. T. (2022). Digital literacy and teachers’ professional development: A case study in higher education. Education and Information Technologies, 27, 5597–5614. https://doi.org/10.1007/s10639-022-10890-1
Redecker, C. (2020). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union. https://doi.org/10.2760/159770
Ridhoh, M. Y., Bakhtiar, B., & Randiawan, R. (2025). Mitigating Online Gambling through Pancasila Education and the Strengthening of Digital-Financial Literacy: A Phenomenological Study. De Cive?: Jurnal Penelitian Pendidikan Pancasila dan Kewarganegaraan, 5(3), 113–127. https://doi.org/10.56393/decive.v5i3.3012
Saeed, A., & Khan, A. A. (2025). Heuristics Influence on Investment Decision Making at Pakistan Stock Exchange: Mediation of Digital Financial Literacy and Moderation of AI Adoption. Journal of Accounting and Finance in Emerging Economies, 11(1). https://doi.org/10.26710/jafee.v11i1.3293
Suparno, Disman, Saptono, A., & Widhiastuti, R. (2024). Economic Education, Digital Literacy and Intention to Invest Among Students: The Mediating Role of Financial Attitudes. International Journal of Instruction, 17(1), 65–82. https://doi.org/10.29333/iji.2024.1714a
Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2021). A multilevel analysis of what matters in the training of pre-service teacher’s ICT competencies. Computers & Education, 160, 104052. https://doi.org/10.1016/j.compedu.2020.104052
United Nations. (2023). The sustainable development goals report 2023. United Nations. https://unstats.un.org/sdgs/report/2023
Watanapongvanich, S., Khan, M. S. R., Putthinun, P., Ono, S., & Kadoya, Y. (2022). Financial Literacy and Gambling Behavior in the United States. Journal of Gambling Studies, 38(2), 445–463. https://doi.org/10.1007/s10899-021-10030-5
Zaimovic, A., Meskovic, M. N., Dedovic, L., Arnaut-Berilo, A., Zaimovic, T., & Torlakovic, A. (2024). Measuring Digital Financial Literacy. Procedia Computer Science, 236, 574–581. https://doi.org/10.1016/j.procs.2024.05.068
Downloads
Published
2025-09-30
How to Cite
Nurhayani, N., Ryketeng, M., Akbar, M., Fakhri, M. M., Rauf, A., Awalia, A. D. N., & Isma, A. (2025). Empowering South Sulawesi MGMP Economics Teachers through Digital Economic Literacy and Artificial Intelligence: Pemberdayaan Guru Ekonomi MGMP Sulawesi Selatan melalui Literasi Ekonomi Digital dan Artificial Intelligence. Mattawang: Jurnal Pengabdian Masyarakat, 6(3), 215–224. https://doi.org/10.35877/454RI.mattawang4335
Issue
Section
Articles
