EFEKTIVITAS KUIS NARATIF INTERAKTIF SEBAGAI MEDIA EDUKASI INVESTASI MAHASISWA
DOI:
https://doi.org/10.31294/conten.v6i1.12832Keywords:
Investment education, Interactive narrative quiz, Gamification, Digital financial literacy, Gen ZAbstract
Abstrak
Penelitian ini mengevaluasi efektivitas media edukasi investasi berbasis kuis naratif interaktif (website Investedu) terhadap peningkatan pemahaman investasi mahasiswa. Data primer dikumpulkan melalui pre-test dan post-test berbentuk soal pilihan ganda dengan pernyataan identik, serta observasi perilaku selama penggunaan media. Responden dipilih menggunakan purposive sampling, yaitu mahasiswa yang bersedia mengikuti rangkaian pre-test, penggunaan Investedu, post-test, dan observasi (N=11). Hasil analisis deskriptif menunjukkan peningkatan skor setelah intervensi: rata-rata naik dari 64,00 pada pre-test menjadi 76,73 pada post-test dengan gain 12,73 poin (skor maksimum 96), serta median meningkat dari 60 menjadi 84. Standar deviasi menurun dari 22,34 menjadi 21,15 yang mengindikasikan sebaran skor sedikit lebih terkonsentrasi setelah penggunaan media. Temuan ini menunjukkan bahwa kuis naratif interaktif memiliki kecenderungan efektif untuk meningkatkan pemahaman investasi pada responden yang diteliti. Populasi sasaran penelitian dibatasi pada 272 mahasiswa Universitas Siber Indonesia; sebanyak 11 mahasiswa yang dipilih menggunakan purposive sampling menyelesaikan seluruh tahapan penelitian.
Kata Kunci: Edukasi investasi, gamifikasi, generasi z, kuis naratif interaktif, literasi keuangan digital
Abstract
This study evaluates the effectiveness of an interactive narrative quiz-based investment education medium (the Investedu website) in improving students’ understanding of investment concepts. Primary data were collected through identical pre-test and post-test multiple-choice questions, complemented by observations of participant behavior while using the medium. Respondents were selected using purposive sampling, namely students who agreed to complete the pre-test, use Investedu, take the post-test, and participate in observation (N=11). Descriptive analysis indicates an improvement in scores after the intervention: the mean increased from 64.00 (pre-test) to 76.73 (post-test), yielding a gain of 12.73 points (maximum score 96), and the median rose from 60 to 84. The standard deviation decreased slightly from 22.34 to 21.15, suggesting a more concentrated score distribution after using the medium. These findings suggest that interactive narrative quizzes tend to be effective in increasing investment understanding among the respondents studied. The target population was limited to 272 students of Universitas Siber Indonesia; 11 students selected through purposive sampling completed all stages of the study.
Keywords: Investment education, gamification, gen z, interactive narrative quizzes, digital financial literacy
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