Penyuluhan Literasi Keuangan Pada Para Guru SMP Alhidayah Tangerang Banten

Abstract

Guru memiliki peran penting bukan hanya dalam pembelajaran akademik tetapi juga sebagai teladan pengelolaan keuangan; di SMP Alhidayah Tangerang banyak guru honorer berpenghasilan terbatas yang rentan terhadap ketidakstabilan ekonomi dan jerat pinjaman online, sehingga diperlukan upaya peningkatan literasi keuangan. Kegiatan penyuluhan dilaksanakan di Aula SMP Alhidayah Tangerang pada 3 Februari 2024 dan diikuti 11 guru serta 2 tenaga TU. Metode meliputi sosialisasi, penyuluhan interaktif tentang dasar-dasar literasi keuangan, pengelolaan keuangan praktis, dan jenis-jenis penipuan keuangan, pendampingan individual/kelompok untuk menyusun rencana keuangan, serta evaluasi melalui kuis dan kuesioner pre-post. Tujuan kegiatan adalah meningkatkan pengetahuan dan keterampilan pengelolaan keuangan guru sehingga mampu menjaga stabilitas finansial dan mencegah praktik pinjaman berisiko. Hasil menunjukkan rata-rata nilai post-test 77 dengan peningkatan pemahaman dan komitmen guru untuk menerapkan prinsip anggaran, prioritas pengeluaran, dan dana darurat; peserta menghargai bahan ajar praktis dan menyadari risiko pinjol. Kesimpulannya penyuluhan efektif meningkatkan literasi dasar dan kesiapan praktis guru. Saran utama adalah melanjutkan pendampingan berkala, mengembangkan modul mitigasi risiko pinjol dan investasi aman, menyediakan bahan ajar digital serta mendorong teacherpreneurship untuk diversifikasi penghasilan dan evaluasi tindak lanjut dalam 3–6 bulan.

Kata kunci: Penyuluhan, Literasi keuangan, guru

ABSTRACT

Teachers play a vital role not only in academic instruction but also as models of financial management; at SMP Alhidayah Tangerang many teachers are underpaid contract staff who are vulnerable to economic instability and online loan traps, thus necessitating efforts to improve financial literacy. The outreach was held in the school auditorium on February 3, 2024, and attended by 11 teachers and 2 administrative staff (TU). Methods included socialization, interactive counseling on basic financial literacy, practical financial management, and types of financial fraud, individual/group mentorship to develop personal financial plans, and evaluation via quizzes and pre-post questionnaires. The activity aimed to increase teachers’ knowledge and skills in financial management so they can maintain financial stability and avoid risky lending practices. Results showed an average post-test score of 77, with improved understanding and commitment among teachers to apply budgeting principles, spending priorities, and emergency funds; participants appreciated the practical materials and became more aware of online loan risks. In conclusion, the outreach effectively enhanced teachers’ basic financial literacy and practical readiness. Main recommendations are to continue regular mentoring, develop modules on mitigating online loan risks and safe investments, provide digital learning materials, promote teacherpreneurship to diversify income, and conduct follow-up evaluation within 3–6 months.

Keywords: Outreach, Financial literacy, Teachers