Borderless Education as a Challenge in the 5.0 Society

Proceedings of the 3rd International Conference on Educational Sciences (ICES 2019), November 7, 2019, Bandung, Indonesia

Ade Gafar Abdullah, Vina Adriany, Cep Ubad Abdullah

• Publisher: Routledge
• Year: 2020
• Print ISBN:
  9780367619602
• eBook ISBN:
  9781000260489
• Topic: Education
• Subtopic: Education General

These proceedings contain a selection of papers presented at the 3rd International Conference on Educational Sciences, organized on 16 November 2019. It covers themes such as philosophy and policy of teacher education; curriculum, teaching and learning approaches; learner's characteristics in the digital era; global citizenship education; vocational education; teacher education qualification framework; management, supervision and assessment; lifelong learning for all; diversity in education; equality of educational opportunity; vocational and entrepreneurship education; and education in the industry 4.0 era.

Philosophy and policy of teacher education

Consumer behavior based on lifestyle and economic literacy

S. Lestari, T. Yuniarsih, N. Fattah & E. Ahman

Universitas Pendidikan Indonesia, Bandung, Indonesia

ABSTRACT: Lifestyle and economic literacy are important factors in consumer behavior. This study aims to find out whether there is a correlation between lifestyle, economic literacy, and consumer behavior among university students in Banten Province. From a population of 3,877 students, a sample of 363 students was taken using random sampling. This research used the explanatory survey method. The results showed a positive and significant correlation between lifestyle and economic literacy compared to consumer behavior. Based on this study, policies aimed at boosting economic literacy would help to improve the rationality of consumer behavior, such as making shopping lists and prioritizing based on needs.

1 Introduction

In an increasingly globalized world, communication technology is making it easier for consumers to choose among various types of quality goods and services according to their wants and needs. This includes university students, who tend to be consumptive, as saving is not a priority. Students’ consumption behavior is not based on priority needs but is influenced by trends, friends, and advertisements offered. The potential of students as consumers is very large: although most do not have their own income, many have a considerable expenditure allocation.

However, based on the results of direct interviews with respondents, many report the budget they received from their parents was not able to meet all their needs. The percentage of expenditure allocation for 45 respondents (based on the level of budget obtained) is shown in Table 1.

Table 1. Budget expenditure of student need (Lestari et al. 2017).

Need	Budget
	Very high (%)	High (%)	Middle (%)	Low (%)
Food	35.2	31.9	37.1	26.5
Internet data	7.7	10	9.2	12.9
Books, photocopies, stationery	7.5	13.6	6.9	4.2
Shopping	13	16.5	11.4	16.8
Skin and body care	9.8	11.5	12.6	17.4
Savings	5.2	8.7	10.2	13.9
Etc.	21.6	7.8	12.6	8.3
Total	100.0	100.0	100.0	100.0

Table 1 shows respondents’ behavior tends to be consumptive. Tertiery needs such as shopping or skin and body care are roughly equivalent for all categories, whether due to necessities, or because of invitations from friends, or being tempted by promotions or advertisements. Budgeting for pleasure categories is therefore very high.

Based on interviews and information from students in the questionnaire about internet data allocation, students buy regular credit and internet packages to access social networks such as Line, WhatsApp, Facebook, Instagram, and Path.

However, consumption behavior of students who do not pay attention to priorities and who tend to be irrational will lead to problems, especially if excessive spending is not supported by adequate finance. Irrational behavior will make students become more consumptive, choosing not based on urgent basic needs but on secondary and tertiary needs.

In terms of lifestyle, humans tend to adapt to their environment to maintain standards of living of their peers and attempt to satisfy their desires. The research of Kanserina et al. (2015) showed positive significant influence between lifestyle and student consumption behavior at the Jurusan Pendidikan Ekonomi Undiksha.

The influence of globalization on the young generation is very strong, especially for clothing, shoes, accessories, and gadget products. Students are potential market segments who are easily influenced by friends and trends. One factor that influences consumption behavior is the reference group: for example, friends, shopping groups, virtual groups, or communities (Setiadi 2013).

As consumers, students are expected to always be rational in carrying out consumption actions so that consumer behavior problems can be avoided. The socioeconomic situation certainly has a role in the development of adolescent children, such that an adequately strong economy will provide wider opportunities to develop various skills (Gerungan 2002). University S1 students in Tangerang City who come from more affluent economic circles get more pocket money to spend. They therefore have higher purchasing power, which encourages irrational consumption.

Economic literacy is very important for students because they, like all consumers, are easily influenced by persuasive techniques and ideas of prestige, and so they tend to be wasteful in spending their money. Sometimes they consume not based on the use value of goods and services but only to show off consumption patterns to peers. If students are not good at managing money and have low economic literacy, it will result in irrational consumption actions. Thus students need to gain sufficient knowledge and understanding of the economy so they can meet their needs according to the priority scale: taking are of primary needs first rather than secondary needs or tertiary needs.

This research aims to describe lifestyle; to describe economic literacy; to describe student consumption behavior; and to identify the influence of lifestyle and economic literacy on students’ consumptive behavior.

2 Consumption Behavior, Lifestyle, And Economic Literacy

Individuals request goods and services because they desire the satisfaction or utility that comes from consuming such goods and services.

2.1 Consumers

Consumers are users of marketed products (Assauri 2017). Up to a certain point, the more units consumed by individuals per unit of time the greater the total utility obtained (Salvatore 2006).

2.2 Consumption behavior

There are two factors that influence consumption behavior: internal factors and external factors. Internal factors include personality, IQ, emotions, ways of thinking, and perception (Erni & Basri 2013).

Consumption refers to how people use goods or services for their needs (Danil 2013). Indicators of consumer behavior include consumer preferences, budget constraints, and consumer choices (Pindyck & Rubinfeld 2012).

Consumer preferences refer to the reasons consumers prefer one item over another. Budget limitations refer to consumers considering prices in light of income that limits the amount of goods they can buy. Consumer choices means consumers buy combinations of items in order to maximize their satisfaction.

2.3 Lifestyle

Lifestyle is a pattern by which one lives one’s life, as reflected in activities, interests, and opinions (Kotler & Keller 2002). Lifestyle reflects one’s interactions with one’s environment. Consumer lifestyles indicate how consumers think, live, act, and behave (Kowel 2015). This is generally determined by an individual consumer’s demographic background, experiences, current situations or actions, socioeconomic characteristics, and behavioral tendencies. A changing lifestyle makes shopping an important consideration for someone trying to make ends meet (Kosyu 2014). Consumers’ buyer behaviour is influenced by four major factors: cultural, social, personal, and psychological (Rani 2014).

2.4 Economic literacy

Economic literacy is a useful tool for changing to smarter buying behavior (Sina 2012). Student economic literacy indicators are reflected in indicators of economic knowledge, rationality, and economic morality (Haryono 2009).

3 Research Methods

The type of research is descriptive and quantitative in accordance with the purpose of research to describe the properties and correlation of lifestyle, economic literacy, and consumption behavior.

The study used an explanatory survey method with a Likert scale questionnaire as the research instrument (valid and reliable). The population was 3,877 and the sample was 363 students. The data analysis method used was path analysis.

4 Results And Discussion

4.1 Description of economic literacy, lifestyle, and consumption behavior

Data analysis showed high levels of economic literacy, lifestyle, consumption behavior scores, with averages for economic literacy of 38.05, lifestyle 44.22, and consumption behavior 48.29.

Based on Table 2, data analysis showed high levels of economic literacy, lifestyle, and consumption behavior.

Table 2. Description of economic literacy and consumption behavior.

Descriptive statistics
	N	Minimum	Maximum	Mean	Std. deviation
Lifestyle	363	16	63	44.22	7.969
Literacy	363	17	55	3.05	7.782
Consumer behavior	363	28	66	48.29	7.685

Figure 1 shows the frequency distribution of economic literacy, from low (17) to high (55), on a histogram, with a standard deviation of 7.782.

Figure 1. Economic literacy histogram.

Figure 2 shows the frequency distribution of the lifestyle variable, from low (16) to high (63), on a histogram, with standard deviation of 7.969.

Figure 2. Lifestyle histogram.

Figure 3 shows the frequency distribution of consumption behavior, from low (28) to high (66) on a histogram, with standard deviation of 7.685.

Figure 3. Consumer behavior histogram.

4.2 Lifestyle, economic literacy, and consumption behavior correlations

Table 3 shows that p = 0.505, sig. 0,000 for economic literacy means there was an influence of economic literacy on consumer behavior. The p value of lifestyle of 0.258 means there is an influence of lifestyle on consumer behavior.

Table 3. Lifestyle, economic literacy, and consumption behavior correlations.

Coefficients^a
Model		Unstandardized coefficients		Standardized coefficients	t	Sig.
		B	Std. error	Beta
1	(Constant)	15.872	2.089		7.596	0.000
	Economic social	0.090	0.041	0.091	2.220	0.027
	Economic literacy	0.496	0.042	0.503	11725	0.000
	Lifestyle	0.249	0.040	0.258	6.189	0.000

a Dependent variable: consumer behavior

Higher economic literacy therefore means increased levels of rationality in consumer behavior. Likewise, a more rational lifestyle encourages more rational consumer ...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Table of Contents
• Preface
• Scientific committee
• Organizing committee
• Acknowledgements
• Characteristics of millennial generation and challenges of educational institutions in the industry 4.0 era
• Curriculum, teaching and learning approaches
• Developing educational competencies (Teachers) for education in the industry 4.0 Era
• Diversity in education
• Education in the industry 4.0 Era
• Global citizenship education
• Learners characteritics in digital Era
• Learning media development
• Learning model development
• Management, supervision and assessment
• Models of students' development in the industry 4.0 Era
• Measurement in education
• Philosophy and policy of teacher education
• Teacher education qualification framework
• Teaching and learning
• Vocational and entrepreneurship education
• Vocational education
• Author Index