MICROTRANSACTION PADA ROBLOX DAN POLA KONSUMSI DIGITAL GENERASI Z: RELEVANSINYA BAGI LITERASI KEUANGAN DIGITAL DALAM PEMBELAJARAN IPS
DOI:
https://doi.org/10.51878/edutech.v6i4.16411Keywords:
digital consumption; digital financial literacy; microtransaction; Roblox; Social Studies educationAbstract
The rapid advancement of digital gaming has established a novel economic sphere integrated into youth lifestyle. Within this gaming environment, users not only play and interact but also execute economic decisions using virtual currency. This study aims to describe microtransaction patterns among Generation Z Roblox users and analyze their relevance to strengthening digital financial literacy in Social Studies education. Employing a descriptive quantitative survey approach, this study involved 48 respondents aged 15–23 who actively play Roblox and have made real-money purchases. The findings reveal that all respondents had microtransaction experience, with 87.5% conducting transactions in the past month primarily to enhance avatar appearances (70.8%) and acquire desired virtual items (58.3%). These findings underscore the pedagogical necessity of embedding digital financial literacy within Social Studies to guide students in distinguishing needs from wants in digital consumption spaces.
ABSTRAK
Perkembangan permainan digital telah membentuk ruang ekonomi baru yang terintegrasi dengan keseharian generasi muda. Di dalam ekosistem permainan, pengguna tidak hanya berinteraksi dan bermain, tetapi juga mengambil keputusan ekonomi melalui transaksi mata uang virtual. Penelitian ini bertujuan untuk mendeskripsikan pola microtransaction pada pengguna Roblox dari kelompok Generasi Z serta menganalisis relevansinya bagi penguatan literasi keuangan digital dalam pembelajaran Ilmu Pengetahuan Sosial (IPS). Penelitian ini menggunakan pendekatan kuantitatif deskriptif dengan metode survei terhadap 48 responden berusia 15–23 tahun yang aktif bermain Roblox dan pernah melakukan transaksi menggunakan uang riil. Hasil penelitian menunjukkan bahwa seluruh responden memiliki pengalaman bertransaksi, dengan 87,5% di antaranya bertransaksi dalam satu bulan terakhir untuk mempercantik avatar (70,8%) dan mengoleksi item virtual (58,3%). Temuan ini memperlihatkan adanya urgensi penguatan literasi keuangan digital dalam pembelajaran IPS guna membimbing peserta didik membedakan kebutuhan dan keinginan dalam ruang konsumsi digital.
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