Analysis of Consumption Behavior and Economic Literacy Between
Teachers of Social Science with Weachers of non-Social Science
Neti Budiwati
Universitas Pendidikan Indonesia, Setiabudi 229 street, Bandung, Indonesia
Keywords: Economic Literacy, Consumer Behavior, Teacher, Education.
Abstract: Irrational consumption behavior and low economic literacy among high school teachers in Bandung are an
issue that lies behind this study. Therefore, the study aims to determine there are differences in the level
economic literacy and consumer behavior between social science teachers with the non-social science
teachers. The sample was senior high school teachers in Bandung, 408 people from learning the subject. Data
the obtained through questionnaires with a Likert scale economic literacy level test. The data were analyzed
using different test and cross tabs. The findings of the study: the level economic literacy of social science
teachers is lower than the teachers from non-social science teachers, and consumption behavior social science
teachers are more rational than non-social science teachers. It can be concluded that the more experienced
teachers had in learning, the better the level economic literacy and it resulted in the more rational consumption
behavior among high school teachers. Therefore it is important to improve understanding of the behavior of
rational consumption that can be done either through formal education, informal and on formal education.
1 INTRODUCTION
Consumer behavior is an important concept in
Economics study, because Economic Sciences itself
aims to create prosperity for society (Mankiw, et. al.
(2012), and economic literacy is an important concept
in achieving the goals of a prosperous society,
because the level of literacy will affect decision-
making ability (Perry 2008; Braunstein & Welch
2002).
Consumer behavior is an indicator of economic
literacy level, irrational consumer behavior reflects a
low level of literacy. But there are still many research
results that show low levels of economic literacy and
low public finance, both for adults and youth and
children (Jappeli, 2010; Salemi, 2005; Lusardi &
Mitchelli, 2007, Gleason &Van Scyoc, 1995)
Teachers are adults, who carry out educational
functions. Associated with the consumption behavior,
especially among teachers, the preliminary study
showed that the consumption behaviors of senior high
school teachers in Bandung tend to be irrational, in
terms of need preferences and retail preferences
(Budiwati, 2014). Most tend to a behavior that is
unplanned or tend to irrational and prone to behaviors
that prefer shopping center who provides comfort and
satisfaction.
The indicates that the consumption behavior of
senior high school teachers in Bandung categorized
from groups of subjects, both in the social science
group teachers and teachers of exact science's
subjects group do not show a rational consumer. It
becomes interesting to study because the teacher as a
figure in society demanded to have good characters,
attitude and good behavior in front of their students
and for others or society in general. Seen from the
content of subjects group, teachers from the social
science group have a relatively better social life
experience compared to other teachers from non-
social science teachers.
Formation of rational human in the activity and
behave is part of the content in the sciences group. So
ideally, consumption behavior and economic literacy
level on teachers from the social science group are
better than a teacher from the non-social science
group. However, in reality, teachers’ consumption
behavior generally tends to be irrational; regardless
they teach social science subject or not social science
subject.
This study attempted to find answers to whether
there are differences in the level of economic literacy
Budiwati, N.
Analysis of Consumption Behavior and Economic Literacy Between Teachers of Social Science with Weachers of non-Social Science.
In Proceedings of the 2nd International Conference on Economic Education and Entrepreneurship (ICEEE 2017), pages 497-502
ISBN: 978-989-758-308-7
Copyright © 2017 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
497

and consumption behavior between social science
teacher groups with a group of a non-social science
teacher. The study is considered interesting as a study
on consumer behavior and economic literacy have
been largely focused on general society, limited to
focusing on teacher community, especially when it
was studied by comparing groups of teachers teaching
subjects.
Therefore, this study aims to determine: Is the
level of economic literacy of the social science
teacher group is higher than the non-Social Sciences
teachers group and is the consumption behavior of the
social science teacher group more rational than the
non-Social Sciences teachers group?
2 LITERATURE REVIEW
A human being has basic needs and always strives to
meet their needs. The effort to meet this need then
increased to a more realistic aspect of identity with a
prestigious property. This condition, as proposed by
Veblen's theory (Deliarnov, 2005) which is a theory
of the tendency of consumption patterns called
conspicuous consumption.
The tendency of people's consumption to
spending time cannot be separated from human nature
that tends to be noticed and appreciated. This is
explained by the theory of need, Maslow (1994) that
Man has a variety of needs that are hierarchical,
ranging from the needs of salvation to the needs of
self-actualization.
Consumption behavior and economic literacy are
interrelated since consumptive behavior reflects low
levels of economic literacy, and conversely, rational
consumption behavior suggests that the Society has a
great understanding of economic literacy. Attention
to economic literacy is not only reflected in the
cognitive reflected from the economic course
situation, but also the rational ability to a person in
conducting economic activity. Participants with a
good level of economic literacy are visible to their
economic conceptions, and can apply them in their
daily lives (Salemi, 2005).
Economic and social science lessons, effective in
instilling economic values to students tend to be
supported by the teacher's role. In this case, the role
as the teacher is central. The role as the teacher not
only provides information but also directs and
provides learning facilities (directing and facilitating
learning) for an effective learning process. Teachers
should be role models for students, especially for
social or economic science subject teachers who teach
the values life, especially in economic activity.
Therefore, the teacher education program should
involve a thorough awareness of economic literacy
and related instructional issues, so education on
economic and financial literacy can be achieved
(Lucey & Bates, 2010, Jappeli, 2010). Teachers, who
teach Social Science, ideally have better practical
knowledge than non-social science teachers. If the
knowledge or economic literacy and consumption
behavior of Social Science Teachers are lower than
that of non-social science teachers, then the question
raises the question: To what extent is the objective of
social science effective and especially in economic
subjects? Given the economy is a social science that
studies human behavior and society as individuals.
In this case, the teacher's role becomes the role of
teachers not only providing information but also
directing and providing learning facilities (directing
and facilitating learning) for effective learning. She
should be a role model for students, especially for
social or economic science subject teachers who teach
life values, especially in economic activity. Executing
institutions, especially economic teachers, must give
awareness of economic literacy, so that teachers will
be able to set an example to anyone, especially the
students (Lucey & Bates, 2010).
Behavior among students is not only influenced
by educational background and teacher experience,
but also the behavior is shown by the teacher
regardless of the subject group. Therefore, teachers,
in general, should be able to set an example for
students, because the teacher is representative of a
group of people as community or community that is
expected to be role models; I can be respected and
imitated, not show off as described by Veblen's
unique consumption theory.
Several surveys were conducted to observe the
level of economic literacy (literacy), in the United
States, as a part of efforts to improve economic
literacy, Harris (2009) with National Council on
Economic Education (The National Council on
Economic Education - NCEE) were developing
Economic Literacy test. The Minnesota Center for
Survey Study at the University of Minnesota survey
was conducted by asking 13 questions to find out
knowledge that associated with the key concepts of
economy. The result of the test is that most of the
respondents showed a good understanding towards
economics principles (especially the issue of micro
economics: market operations and sources of
personal income) and has a direct impact on their
daily life, particularly related to microeconomics
issues (for instance, market operations and sources of
personal income).
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However, the respondents have a low-level of
understanding of macroeconomic issues, such as the
role of money and the causes and effects of inflation
and do not understand the limited resources decision-
making. This condition indicates the weakness of
economic literacy, therefore, need to be addressed
immediately. The low level of economic literacy will
have an impact to people consumptive attitudes.
Because economic literacy is a base to the economy
that can help someone or people to act smart in
committing economic activity, which is impacted the
macro economic conditions.
Therefore, it is important for every teacher to have
enough knowledge regarding the economic basis to
ensure that they can make wise economic decisions.
It also aims to provide a new light and intrinsic
motivation for teachers to improve their knowledge
about the latest economic information.
3 METHODS
This type of study is categorized as study Explanatory
or correlational studies. Subjects of the study were
high school teachers in Bandung with the unit of
observation and analysis at the individual level, with
reasons that: teacher as a representation of adults who
have the ability to make decisions; teachers looked
upon as an example for students in particular and
society in general; and at the school level, economy
learning given exclusively in senior high school.
Data collection in the study was done by Test,
used to variable economic literacy. The test questions
were adopted from economic literacy test, developed
by the National Council on Economic Educations
(NCEE, 2010) which is adapted to Indonesian
context, and Questionnaire, the consumption
behavior questionnaire, compiled using a 5-point
Likert scaling models.
Given this study is a comparison test, the data
were analyzed using the technique of cross-tabs, and
correlation test.
Table 1: Samples by subject groups.
Subject Group
Frequency
Percentage (%)
Social Science
132
32
Non-Social
Science
276
68
Total
408
100
Table 1 shows respondents consisted of teachers
in the group of social sciences subjects, they were
teachers who teach economics, geography, sociology,
history, and anthropology by 32%, while teachers in
the subject group of non-social science, those who
mathematics and natural science, language groups
and group general subjects by 68%.
4 RESULTS AND DISCUSSION
4.1 Results
4.1.1 Comparison of Economic Literacy
Levels and Consumption Behavior
viewed from Gender
To determine the condition of respondents can see
from the association between economic literacy
dimension and consumption behavior viewed from
gender, as explained in the following tables.
Whereas most of the (72%) teachers with high
economic literacy were teachers with female gender,
and the same was true with economic literacy, 67%
were female teachers. This condition illustrates that
the economic literacy rate of women is better than the
level of knowledge of male teachers. In addition,
rational consumption behavior or at the highest level,
the majority of them (62%) are female teachers.
Similarly, consumption behavior at moderate or low
levels is mostly female teachers. This condition
shows that overall; the behavior of female teacher
consumption varies widely, from unreasonable to
rational.
To find out are there any significant differences
between a male teacher with female teachers in
economic literacy and consumption behavior, so
differentiate test was conducted. From the different
test results, it was showed that there is gap in the
economic literacy level between male teachers and
female teachers, however at the low-level of trust
(0954%). Likewise, in consumer behavior, it is
known that there are differences between a male
teacher and a female teacher, but at the low level of
trust; (0.864%). These results indicate that the level
of economic literacy and consumer behavior is not
determined by gender.
4.1.2 Comparison of Economic Literacy
Levels and Consumption Behavior
viewed from the Subject Group
That the rational consumption behavior at the highest
level, mostly (59%) are teachers of the social science
group. In the opposite, irrational consumption
behavior or at a low level, mostly (82%) are teachers
with non-Social Sciences educational background.
Analysis of Consumption Behavior and Economic Literacy Between Teachers of Social Science with Weachers of non-Social Science
499

To find out if there are significant differences
between teachers with social science to non-social
science backgrounds, in both economic literacy and
consumption behavior, so the differentiate test was
committed. From the results of differentiating test, it
was shown that there is a very significant difference
economic literacy level between the social science
teachers with the non-social science teacher, at 10%
significance. Likewise, on consumer behavior, it is
shown that there is a very significant difference
between the social science teachers with the non-
social science teachers, at a significance level of 5%.
Furthermore, about how cross tabs between literacy
levels with consumption behavior is described in
Table 2.
Table 2: Overview condition of economic literacy level
with consumption behaviour.
Cons
Behav
Eco Lit
Hight
Moderate
Low
Total
Hight
4
(48 %)
103
(40 %)
35
(34 %)
162
(40 %)
Moderate
19
(38 %)
127
(50 %)
41
(40 %)
187
(46 %)
Low
7
(24 %)
26
(10 %)
26
(24 %)
59
(14 %)
Total
50
(100 %)
256
(100 %)
102
(100 %)
408
(100 %)
Cross-Tab in Table 1 illustrates that not all the
teachers with high literacy level automatically
considered has high or rational consumption
behavior, and in the opposite, low economic literacy
does not mean low consumption behavior as well.
4.2 Discussion
The results of the study showed that from the gender
aspect, there are no significant differences both
literacy and consumption behavior between a male
teacher with a female teacher. This condition is quite
interesting because society tends to assume that
women are irrational or extravagant. Seen from a
group of subject aspects, which is between teachers
of the social science group with a teacher of non–
social science, through Cross Table, it is found that
the economic literacy level of non–social science
teacher is better than teachers in the group of social
science subject. This indicates that the educational
background does not affect economic literacy
(Mandell and Klein, 2009)
However, seen from consumption behavior
aspect, social science teachers are more rational
compared with the non-social science teachers. It is
also confirmed from the results of differentiating test,
that there are significant differences in economic
literacy level and consumption behavior between
teachers with a social science background and non-
social science teacher. This finding is interesting
because the high level of economic literacy is not
linear with consumption behavior; and teachers from
social science group subject, although their economic
literacy level was not as high as teachers with non-
social educational backgrounds, the consumption
behavior tend to be more rational. Increased
consumption rate in the society (e.g., because of
teachers' welfare uprate after a teacher received
certification process) also means increased
prosperity, because an upgrade in consumption
behavior may actually a sign of the downgrade of
public rationality in the process of consumption.
This last condition was clearly seen from the
growing consumer culture, the emergence of
shopping centers was one of the triggers of the
consumption culture. These findings suggest that
economic literacy is not a theoretical or conceptual
knowledge which is only acquired through formal
education, but it can also be acquired from real act or
experience, an experience of learning so that from all
the experience gained, a lot of practical knowledge
that is beneficial for daily life.
Thus it can be understood if the level of economic
literacy teacher of non-social science better than a
social science teacher, however, the consumption
behavior of social science teachers is more rational
than non-social science teachers. This condition
shows that social science teachers beside of their
economic knowledge from experience (Nonaka &
Toyama: tacit knowledge, 1998) they also have
enhanced by theoretical knowledge (explicit
knowledge) so that they behave more rationally than
non-social science teachers. Several incidents that
ever been experienced by a person is an experience
for the man or woman itself, so the experience is a
part of subjects' lesson throughout his life. A human
being is known as homo economics, it means that
everyone has a logical structure that led them to act
economically and led them to make decisions
rationally. Essentially everyone is an economic being
and as an economist even seems to be not real.
Therefore, although they do not formally study
economics, they do learn economics through their
economic activity experience as an economist.
Related to the findings of this study, the level of
economic literacy of teachers is a part of the learning
processes that are formed from daily experiences.
One’s experience within daily activities gives them a
lot of knowledge that became a reference for future
action. Therefore learning experience from the study
also affects economic literacy. Study findings were
reinforced by the theory (Kolb, 1984) it was stated
that learning as a process of how knowledge is created
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through a change in the form of experience because
the knowledge is formed by the combination of
understanding and experience transformation.
The consumption behavior of senior high school
teachers in Bandung mostly in the moderate category
that can be interpreted as neither a behavior that is
rational or it is irrational behavior. This is as
described by Simon (Mankiw, 2012) that man is not
as a rational maximize, but as rational satisfiers.
Meanwhile, other economists argue that human are
only "almost rational" beings or that humans have a
"bounded rationality." Correlation of economic
literacy on consumption behavior indicates the
importance of economic literacy in society.
This is as stated on Cameron & Cameron study
(2006) that good ability and knowledge about the
economy can improve country's economy both in
micro and macro level. Although it must be
acknowledged that economic literacy is not directly
or automatically improve the economy of a country,
but economic literacy will lead the society of a
country into economic actors who act rationally,
either as producers, consumers or as an investor that
will enhance the skill, income, social status and
productivity whether solitary or collective.
Related to the result of the study, the experience
from routine activities described in the knowledge
creating theory (Nonaka and Toyama, 1998) resulted
in a tacit knowledge. He said that the creation of
knowledge begins with the interaction in the
socialization which is the process of converting to
tacit knowledge through the shared experience from
each day social interactions. Because tacit knowledge
is rather difficult and often be specified with respect
to certain time and place. Tacit knowledge can be
gained only through the direct experience together.
The point is that through the experience, one can
share their knowledge with others, such as sharing
(sharing) of knowledge about the product, price, a
convenient and cheap place to shop, and other
insights. Sharing this knowledge will be a part in the
formation of community literacy.
In a theory developed by Nonaka and Toyama
(1998), it is explained that tacit knowledge can be
written knowledge (explicit knowledge) through the
process of externalization, for example through
dialogue forums or discussion forum, but the findings
of this study show that knowledge is formed through
a new limited experience (tacit knowledge).This is
because the structure of the knowledge gained from
study experience was unstructured knowledge.
5 CONCLUSIONS
In conclusion, either level of economic literacy and
consumption behavior of teachers is located at the
moderate category. This means that the economic
literacy level of senior high school teachers in
Bandung is still low, and their consumption behavior
considered irrational. In addition, it was also found
that neither economic literacy level nor consumption
behavior level does not determine by gender.
Another conclusion is that economic literacy level
of teachers from social science group is lower than
non–social science groups teachers, but the
consumption behavior of social science group teacher
is more rational than non–social science groups
teachers.
ACKNOWLEDGEMENTS
Finally, I give the highest appreciation to Mr. Agus
Rahayu and Mr. Disman who as directed my research
to study about consumer behavior and economic
literacy among teachers, also to a stakeholder who
have cooperated.
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