The Effectiveness of Animated Videos in Enhancing Elementary Students’ Financial Literacy Understanding and Critical Thinking Skills

Abstract

This study aims to assess the effectiveness of Cha-Ching animated videos in enhancing elementary students' financial literacy and critical thinking skills. The context of this research is grounded 
in the low level of financial literacy in Indonesia, which demands more engaging and interactive learning methods. A quasi-experimental method with a pretest-posttest control group design was employed, involving two groups of students: an experimental group taught using animated videos and a control group taught with conventional methods. The study measured the understanding of financial literacy concepts such as saving, budgeting, and distinguishing between needs and wants. The indicators of financial literacy included students' ability to explain the concept of saving, identify sources of income, differentiate between needs and wants, and develop simple financial plans. Critical thinking skills were assessed through students' ability to analyze, evaluate, and create financial strategies in real-life 
situations. The results revealed that the experimental group showed significant improvements in financial literacy and critical thinking, with a statistically significant difference between the two groups (p = 0.004). The N-gain test showed that the experimental group demonstrated a higher improvement (68.31%) compared to the control group (48.26%). The findings suggest that animated videos are an effective tool for enhancing both financial literacy and critical thinking among elementary students.