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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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