PENGUATAN LITERASI KEUANGAN DAN EDUKASI INVESTASI BAGI SISWA GENERASI Z SMA NEGERI 4 PALANGKA RAYA

Abstract

ABSTRAK

Layanan digital dan kemajuan teknologi telah merevolusi cara bertransaksi sehingga lebih cepat dan praktis, khususnya bagi Generasi Z (Gen Z). Meski demikian, laju inklusi keuangan kerap tidak sejalan dengan peningkatan literasi keuangan. Program Pengabdian kepada Masyarakat (PKM) ini bertujuan memperkuat pemahaman Gen Z tentang pentingnya literasi keuangan serta kesadaran berinvestasi secara aman. Kegiatan difokuskan pada siswa-siswi SMA Negeri 4 Palangka Raya, mengacu pada data Kalimantan Tengah yang menunjukkan kesenjangan nyata antara Indeks Inklusi Keuangan (74,80%) dan Indeks Literasi Keuangan (37,01%). Kesenjangan ini menandakan akses terhadap produk keuangan belum dibarengi pengetahuan yang memadai. Permasalahan di mitra mencakup rendahnya pemahaman literasi keuangan dasar, pencegahan penipuan e-money, serta minimnya minat investasi jangka panjang. Metode yang digunakan meliputi pelatihan interaktif, diskusi kelompok, dan penyediaan Buku Saku Literasi Keuangan dan Investasi sebagai materi ajar berkelanjutan. Hasil evaluasi positif: respons peserta sangat baik, dan lebih dari 90% siswa menyatakan materi mudah dipahami dan relevan. Disimpulkan bahwa terjadi peningkatan signifikan dalam kesadaran dan pemahaman Gen Z terkait perencanaan keuangan, pengelolaan pengeluaran, serta pengenalan instrumen investasi yang legal.

Keywords: Literasi, keuangan, investasi, dan Gen Z

ABSTRACT

Digital services and technological advances have revolutionized transactions, making them faster and more practical, especially for Generation Z (Gen Z). However, the pace of financial inclusion often does not keep pace with improvements in financial literacy. This Community Service Program (PKM) aims to strengthen Gen Z’s understanding of the importance of financial literacy and awareness of safe investing. The activities focus on students of SMA Negeri 4 Palangka Raya, referring to data from Central Kalimantan that show a clear gap between the Financial Inclusion Index (74.80%) and the Financial Literacy Index (37.01%). This gap indicates that access to financial products is not accompanied by adequate knowledge. Partner issues include low understanding of basic financial literacy, prevention of e-money fraud, and limited interest in long-term investing. The methods used include interactive training, group discussions, and the provision of a Pocket Book on Financial Literacy and Investment as ongoing teaching material. Evaluation results were positive: participant responses were very good, and more than 90% of students stated that the material was easy to understand and relevant. It is concluded that there was a significant increase in Gen Z’s awareness and understanding of financial planning, expense management, and recognition of legitimate investment instruments.

Keywords: Literacy, finance, investment, and Gen Z.