THE EFFECT OF FINANCIAL LITERACY ON THE FINANCIAL INCLUSION OF STUDENTS IN THE FACULTY OF ECONOMICS AND BUSINESS AT DJUANDA UNIVERSITY WITH FINANCIAL TECHNOLOGY (FINTECH) AS A MODERATING VARIABLE

Abstract

access to formal financial services. However, survey results from OJK and BPS (2024) indicate that
students still have relatively low levels of financial literacy and inclusion compared to other social
groups. At the same time, the rapid development of Financial Technology (FinTech) offers new
opportunities for increasing financial access among young people, especially students of economics and
business who are expected to have good financial knowledge.
Purpose: This research aims to analyze the effect of financial literacy on financial inclusion among
students of the Faculty of Economics and Business, Universitas Djuanda, and to examine the moderating
role of Financial Technology (FinTech) in strengthening this relationship.
Methodology: This study uses a quantitative approach with an associative causal design. The
population includes 959 students from the Faculty of Economics and Business, Universitas Djuanda. The
Slovin formula determined a sample size of 283 respondents selected using probability sampling. Data
were collected using questionnaires and analyzed using the Structural Equation Modeling (SEM) method
with SmartPLS 3.0 software. The variables studied include Financial Literacy (independent variable),
Financial Inclusion (dependent variable), and Financial Technology (moderating variable).
Finding: The findings are expected to show that financial literacy has a positive and significant influence
on financial inclusion, implying that students with higher financial literacy are more likely to access and
utilize formal financial services effectively. Furthermore, FinTech is predicted to strengthen this
relationship by providing easier and faster access to financial products and services. The moderation
effect suggests that FinTech enhances the positive impact of financial literacy on inclusion, indicating that
the integration of digital finance tools promotes financial participation among students.
Limitation: This study is limited to students of the Faculty of Economics and Business at Universitas
Djuanda, which may not represent all student populations. The research only focuses on the moderating
role of FinTech without including other potential factors such as income, social environment, or
government policy that might influence financial inclusion.
Originality: This research contributes by integrating financial literacy, financial inclusion, and Financial
Technology (FinTech) into one model using the Theory of Planned Behavior and Technology Acceptance
Model. It provides new empirical evidence on how FinTech strengthens the relationship between
financial knowledge and financial inclusion among university students in Indonesia.
Keywords: digital competence, economic participation, technology adoption, personal finance behavior,
student empowerment