The relationship between mathematical literacy and gender with financial literacy


Literacy is the core of education for all. Therefore, Mathematical Literacy and Financial Literacy must be an important part of the Undiksha Mathematics Education Study Program (UMESP) Students. This study aims to describe Mathematical Literacy and Financial Literacy, and determine the relationship between Mathematical Literacy and Gender with Financial Literacy of UMESP students. This type of research uses ex post facto design, with the population being UMESP students who have taken Financial Mathematics and Linear Programs Courses in 2018 and the samples are determined by random sampling technique. The instruments and data collection techniques used were questionnaires and tests. Then the data were analyzed using Regresion and Chi Square. The results of the study are: (1) Mathematical Literacy and Financial Literacy of UMESP students are medium classification. and (2) Mathematical Literacy and Gender, both simultaneously and partially have no effect on Financial Literacy. Age, education level of parents, type of parents work, and living costs have a significant influence on gender.


Mathematical Literacy, Financial Literacy, Gender


  • [1] Atkinson, A.; Messy, F. (2012). Measuring Financial Literacy: Results of the OECD / International Network on Financial Education (INFE) Pilot Study. OECD Working Papers on Finance, Insurance and Private Pensions. OECD Publishing. 15.
  • [2] Farah Javed and Samreen Lodhi.(2015). Financial Decision Making: Are Women Really Risk Averse?.International Journal of Informative & Futuristic Research.3(3),907-920
  • [3] Haşmet Sarıgül.2014. A Survey of Financial Literacy Among University Students. The Journal of Accounting and Finance., Oct(-),209-244
  • [4] Huston, S. (2010). Measuring Financial Literacy. Journal of Consumer Affairs. 44(2), 296-316
  • [5] Lemaster,P and JoNell Strough.(2014). Beyond Mars and Venus: Understanding gender differences in financial risk tolerance. Journal of Economic Psychology ,42 , 148–160
  • [6] Mahdiansyah dan Rahmawati (2014). Mathematical Literacy of Secondary Education Students: Analysis Using International Test Design with Indonesian Context. Badan Penelitian dan Pengembangan, Kemdikbud
  • [7] OECD [Organisation for Economic Co-Operation and Development] (2010). PISA 2012 Mathematics Framework. Paris: OECD Publishing
  • [8] OECD [Organisation for Economic Co-Operation and Development] (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy. Paris: OECD Publishing.
  • [9] OECD [Organisation for Economic Co-Operation and Development] (2014). PISA 2012
  • Financial Literacy Assessment Framework.Paris: OECD Publishing.
  • [10] OECD [Organisation for Economic Co-Operation and Development] (2016). Result from PISA 2015. (diakses 31 Mei 2017)
  • [11] OJK [Otoritas Jasa Keuangan) (2016). Survei Nasional Literasi Dan Inklusi Keuangan 2016. Jakarta:-
  • [12] Suharta and Suarjana. (2018). A Case Study on Mathematical Literacy of Prospective Elementary School Teachers. Internatonal Journal of Instruction. 11(2), 413-424
  • [13] Wagner. DA. (2011). What happened to literacy? Historical and conceptual perspectives on literacy in UNESCO. International Journal of Educational Development .-.-,319-323.