Is Financial Literacy Associated with Problem-Solving Ability? A Study of Primary Students in Healthy Food Contexts

Cucun Sutinah; Sylvia Rabbani; Sukma Murni Wulandari; Susilawati; Fransiska Astri Kusumastuti

Authors

Cucun Sutinah IKIP Siliwangi
Sylvia Rabbani IKIP Siliwangi
Sukma Murni Wulandari IKIP Siliwangi
Susilawati IKIP Siliwangi
Fransiska Astri Kusumastuti Universitas Bina Nusantara

Keywords:

Financial literacy, Healthy food, Problem-solving ability, Decision-making, Primary school students

Abstract

Background: Financial literacy and problem-solving ability are essential competencies for navigating everyday situations.

Aims: This study examined students' performance in both competencies and their association when assessed through healthy food contexts.

Methods: A quantitative correlational design was employed with 265 sixth-grade primary school students. Data were collected using a 10-item financial literacy test and a 10-item contextual problem-solving test. Problem-solving ability was assessed across four stages: understanding the problem, devising a plan, carrying out the plan, and looking back. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and Spearman's rank-order correlation.

Results: The results showed that the Mean performance was 53.09% for financial literacy and 47.43% for problem-solving ability. Students demonstrated a stronger understanding of concrete financial concepts but experienced difficulty prioritizing needs under budget constraints. In problem-solving, performance was strongest in devising a plan, whereas looking back was the most challenging stage. Financial literacy was positively and significantly associated with problem-solving ability (rₛ = .312, p < .001), although the association was modest.

Conclusions: The findings provide preliminary evidence that the competencies are related but distinct and do not establish causality or actual food-choice behavior. Primary education may benefit from integrating financial literacy with contextual health-related problems while placing greater emphasis on students' evaluative and reflective abilities.

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