IOSR Journal Of Humanities And Social Science (IOSR-JHSS)

Volume 20, Issue 7, Ver. VII (July 2015), PP 39-42

e-ISSN: 2279-0837, p-ISSN: 2279-0845.
www.iosrjournals.org

Early Economic Literacy Debriefing by Using Cartoon Base Book

Dr Nunung Nurastuti Utami, SE, MSi
Malang kucecwara Collage of Economics - Indonesia

Abstract: The first stage: this researchaims toexplorethe practiceandlearning needsof economicliteracyin
primary school.The secondstageaims toproduce abookbasedEconomicLiteracyCartoonforelementary schoolage
childrenwhich containsmaterial fromexploration resultsat the first stage. Stages are use dare the stages of
designing, testing experts are testing a limited scale and large-scale test. Writing a book Economic Literacy
Cartoon-based for Elementary Age Children give an understanding of the economic activities with respect
to:(1) Theme and Content of stories adapted to the cognitive and language development of children.(2) The
value of understandingeconomic behaviordeveloped throughthemesandevents thatencourage the emergence
ofperceptions, interests andeconomic behaviorforelementary schoolagechildren. (3) Selectionsimple language
thatis easyto understand children. (4) The display is madewith thecartoonstailored to thepleasureof reading
materialsto motivateprimary school childrenand enables themtoread. Andis alsodone through the developmentof
eventswiththe following characteristics :(1) the themeis presentedthrougha number ofeventsunchargedeconomic
activities. (2) Presentingnew knowledgethrougha varietyof eventsfaced byleaderstoimprove thechild's
imagination economic activities, by: (a) selectinga storythatcouldleadchildren to thinkthat istrue. (b)
Underlyingknowledge ofthe child. (5) Provide an overview ofeconomic behaviorthatcan be usefulforlife and the
hereafter.
Keywords: Economic literacy Books cartoon based Early age

I.

Introduction

The economicliteracy educationis neededearlybecauseeconomicliteracyplays animportant roleto

triggerself-controlin managinglimited resources. Theself-controlwill also affect themental attitudetobe more
focusedonthe futurefinancial goals. Self-controlwhichis directed to aspecificdestinationwill bemore
easilyrealizedbecause ithelps oneto bemore clearin his mindwhat to doandwhatshould be doneandwhat should
beavoidedrelated tothe achievement ofshort-term goals, medium-termandlong-term.
In conductingeconomic activities, peoplemusthave the knowledgeeconomic, in order to
obtainefficientandeffectiveresults. Withouthavingthe knowledgeeconomicit will be easymiredinlosses. General
education can yet not guarantee a person is able to determine the economic activity that can improve their
welfare.
The phenomenon ofloweconomicliteracyas publishedinMediaIndonesia (April 3, 2011) thatonly42.6%
of theeconomics teacherwho is nowbetterqualifiedorbetterqualified. This cause the level economic literacyofthe
people is low. Low literacyeconomy will have an impact on consumer attitudes in the people. Another
indication of thelackeconomicliteracyis the number ofcasesof fraudvictimswrapped ininvestment, low spirit for
saving,
and
excessivespending
habitssohardtobesmart
consumers.Based
on
theresults
of
researchinIndonesiathatliteracyhas no effect oneconomic growthinIndonesia, this is possible because it is
noteconomicliteracyaffectscloseto economic growth, buttheeffectis economicliteracyis closeto theeconomic
growth. (Utami, NunungN: 2011).
The results ofresearch onentrepreneurialbehaviorcoastal areasof South Malangin East Java,
thateducationhas no effect onentrepreneurialbehaviorbecauserespondentsthorougheducationisformal and nonformal educationare notrelated toeconomic activitiesthatthey pursue, it does give an indicationthattheyneed
educationrelating toeconomic activitiesin order toimprove their businesses.(Utami, NunungN: 2008).
Personalcharacteristicsthatsignificantlyaffectthe education, but negatively affectthe business
independence urban poor communities (Utami, Nunung: 2007), for example the higher the higher their
education, the lower the independence ofits business, itmeans thaturban poor communities need education
related to their businesses and they are not familiar with economic education for increase their business.

II.

Methods

This research is the development of economic literacylearning for elementary school students with a
cartoonformat, in other wordsthat the resultsof this studyare expected tobe obtainedbookswill be
favoredeconomic literacyof elementary school studentsso thatthe materialcanbe easilyabsorbed byelementary
school students, andwill befaithful totheir memory, so thatcan be applied toeveryday lifeandhave an impacton
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Early Economic Literacy Debriefing By Using Cartoon Base Book

the lives ofthe long termifadulthood The procedureofdevelopmentresearch in this study areasfollows: (1) stage
ofidentification: (2) design stage. (3) Development Stage(4) stage ofValidationExperts(5) StageofTrials
Stage ofidentification: atthis stageof theresults of explorationofthe firstphase ofthe study. Stage
ofdesign: synonymouswithdesign, this stage ofthe preparation ofeconomic literacybookscartoonsbasis, based on
the needsobtained from result of exploration of economicliteracylearningpracticesinelementary school. The
stage ofDevelopment: To obtainoptimallearning developmentexpertsthencarried outValidationandtrials test.
Experts Validationstage testing theeconomic literacymaterialsbasedcartoonsbyexpertsin the economic
fieldand an expert onpsychology of child. The stage ofTrials: carried outto studentswithlimited scaleandlarge
scale, the implementation ofthe resultsof these trialsto thedevelopment ofa sampleof primary school studentsin
the city ofMalang. The trial resultsare usedformake revisionsandimprovementsin order toproduceeconomic
literacylearningappropriatewiththe real conditions inelementary school and revised.

III.

Results

Economic Literacy books were developed through this research is a book that will embed the true
economic behavior from an early age through a fun book to read by children of primary school age are literate
book cartoon image-based economic, expected later they will be able for the correct economic behavior,
consider in gwh at ever majors they choose in the future could not be separated from the activities of economic
behavior. Cultivation economic literacy from an early age Will streng then their future character.
The necessary guidancein preparingthis bookis covering theaspects: Content, story structure, language
and image display.
The Process
Stagesin the preparation ofeconomic literacy-based cartoonbookare: explorationstage, the identification
oftopics stage, the book frame design stage, preparation of the contents of the book stage,
cartoondesignstageandfinishing stage.
Illustration of Product
The productin this study asometopicsof economicliteracybookswith picturesof cartoonmakingfun to
readelementaryschool children, with the hopesomedaytheyhave astrong characterin theeconomybehaveproperly,
resultingbookhas beentestedbythe experttest, limited scale test andwidescaletesting.

IV.

Discussions

The EconomicLiteracybooks based cartoonhas been producedhas22topicwill be divided intotwoseries,

namely: (1) EconomicLiteracyI;series; Economicactivity(2) EconomicLiteracyII: Series: Money, Markets
andInternational Economics.
The book wasdeveloped usingsimplelanguageandhas acartoonimage displaymakingfunto
readchildrenof primary school age, everytopichas amessageof economicactivitiesin hopesreinforcetheir
characters ineconomicactivityin the future, becauseearlycultivationwill beingrainedin their memories. The
booksthat have beencompletedwill be testedexperts toexaminewhetherthe bookhaseligibility.Experts Testinclude
testsof child psychologistsandeconomists, testsof child psychologistswilladviseconformitywith thecontents ofthe
psychological development ofchildrenof primary school age, while economistsadviseaspectsof
economicactivityandalsoprovide
inputregarding
thebook's
appearance.
The
production
processofthebookinvolvesdesignerof cartoons.
The economic experts testaspects are: (1) Themes(2) identity of thefigure, (3) the storyline, (4) the
background ofthe story, (5) language(6) economic literacyand(7) Illustration ofa cartoon.
Appearanceinclude aspects: (1) The size of thepaper, (2) The size of theletters, (3) The color of images,
(4) Illustrationimageforease of understanding, (5) Illustrationpicturetoencourageeconomicbehaviorand(6)
Illustrativeimagemakes it easytobehaveeconomics.
Psychologists testinclude aspects(1) conformitywith thedevelopment of thechild's life. (2)
conformitywith environmentaldevelopment ofthe child(3) compliance withthe level ofunderstanding of the
child(4) havethrustthe childtobehaveeconomy(5) To strengtheneconomiccharacter of the childtobehaveproperly.
The analysisof eachtopicconductedbyexperts ineconomistsand experts inchild psychology, an example
ofthe analysis ofone of the topicsare: Want to BeBoss of Shop.
Based on thetest resultsstories of childrenwhichhavedone, it is knownfeasibility levelofstorycontent
andappearanceaspects ofthe story. First, the feasibilityofaspects ofthe content ofthe story, based on test resultsis
demonstratedthe feasibilitystoryquite well. Of theseven aspects ofthe study ofthe content aspect, the
wholeaspect ofgettingpositive ratingsandcangive an ideaof howto establish a businessand what productswould
beexecuted, thusno needto revisethecontent aspect. Second, the feasibilityaspect ofthe storyofappearance, based
onexpert testshowedthe feasibility ofa storywithcartoon imagesappearanceas verygood. Of the sixaspects of
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Early Economic Literacy Debriefing By Using Cartoon Base Book

theassessmentcriteriahave
been
niceappearanceofthe
side
viewand
attractive
colors,
toaddbetterisaddedillustrationsof peoplepassingaroundthe storewhenTonoandTiniobservewho'spassingaroundthe
store, so it needsa little extrarevision. Besidesthese aspects, other aspectsget apositive assessmentanddid notneed
to be revised.
Based on thetest resultscan be concluded thatthe overalltopicproducedis ideal,butthere arefew records
thatneed to be considered, among others: (1) Themeofthe story-based cartoonsis producedis in
conformitywithelementary schoolage children. (2) Selection ofimageshasgreatneed that extra bitto make it
moreinteresting forchildren
Limited scale testandlarge scale test
Based on trial resultslimited scaleandlarge scale testthat has been done, we can know feasibility
levelofbookcontent andappearanceaspects. First, the feasibilityofaspects ofthe content ofthe story, based ona
limitedscaletest resultsanddemonstratethe feasibility oflarge scale teststoryquite well, from the aspect ofthe
seventhaspect ofthe contentaspects of thestudy, all aspectshavea positive assessmentandassessedcan
encouragechildrentobehaveeconomy.
Thusbookdoes not need tobe revisedonthe content aspect. Second, eligibility rateaspect ofthe
storyofappearance,
based
on
a
limitedscale
trialsandlarge
scale
testeligibility
rateisdemonstratedthatstorybookquite good. Of the sixcriteria ofthe studylooks interestingaspect. Third,
childrenrespond wellto theeconomic literacycartoonbookbecausetheyhave notmet. By readingthis
booktheyenthusiasticallydiscuss the contents oftheir economic activities andtheywant to do. As a result
ofhisenthusiastictheyask youissuethe next series.
Based ona limitedscale testandlarge scale test, it can be concludedoveralleconomic
literacycartoonbookproducedin this researchhave beenideal, the kids loved itandafterreadingthe childrensowant
to implement itas well astheywant to readthe next series.

V.

Conclusion

Preparation ofEconomicLiteracybookthat have acartoonpictureforelementaryschool-age childrento

givean understanding of theeconomic activitieswith respect to:(1) Themeand Content ofstoriesadapted to
thecognitiveandlanguagedevelopmentof children.(2) The value of understandingeconomic behaviordeveloped
throughthemesandevents
thatencourage
the
emergence
ofperceptions,
interests
andeconomic
behaviorforelementary schoolagechildren. (3) Selectionsimple language thatis easyto understand children. (4)
The display is madewith thecartoonstailored to thepleasureof reading materialsto motivateprimary school
childrenand enables themtoread.
Developingan understandingof economicliteracyforelementary school childrenis donethrough the
developmentof eventswiththe following characteristics:(1) the themeis presentedthrougha number
ofeventschargedeconomic activities. (2) Presentingnew knowledgethrougha varietyof eventsfaced
byleaderstoimprove thechild's imagination economic activities(3) Provide an overview ofeconomic
behaviorwhichcan be usefulforlife and the hereafter.
Bookliteracy-based economywith acartoon imageis developedin the formexcitingchargedevent
messagesof economic behaviorthat has a functionas a guidefor students, teachersand parentstodelivereconomic
valuesin children.

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