02 Variables

1
Research VariablesTHE
EFFECT OF
PARENTS’
SOCIOECONOMIC
STATUS AND
LEARNING
ACHIEVEMENT IN
THE ECONOMICS
SUBJECT ON THE
CONSUMER
BEHAVIOR OF THE
TENTH GRADERS OF
PUBLIC SENIOR
HIGH SCHOOL 3
MALANG
Corresponding author:
SafiraHerlambang and SriUmiMintartiW
JalanTerusanSigura–guraC7Malang65145

2
SafiraHerlambang andSri
UmiMintartiWidjaja.
ABSTRACT
Thisstudyis
aimedatdescribingandanal
yzing:
(1)theeffectofparents’soci
al and economicstatus
onstudents’ consumer
behavior, (2) the effect of
learning
achievementlearning
achievementin
economics subject toward
students’ consumer
behavior, and (3)to

3
understand which factor

will have greater
influence on student’s
consuming behavior,
whether the parent’s
sosiosocioeconomic
status or theirthey
learning in economics
subject..Thestudywascon
ducted
inSMANegeri3Malang
(PublicSenior
HighSchool3Malang).Th
epopulation
was317studentsand the
samplewas

4
176students.The
samplewaschosenthrough
proportionalrandom
sampling.The
studyemployeda
quantitativeapproach.Dat
awas collectededusing
questionnaires,
documentation,andintervi
ews. Based
onthedataanalysis, it can
be concluded that
parents’ social social
and economicstatus and
learning achievement
inthe subject of

5
economicsaffect
theconsumer behavior
ofthetenth
gradersofSMANegeri3M
alang.
KeyWords: parents,
socioeconomic status,
learning
achievement,economics,s
tudents,consumerbehavio
r

6
Consumers are basically

the ones who decide or
act as the decision
makers, yet their decision
is determined by many
factors, including
parents’ socioeconomic
status, knowledge and
understanding of
economics, environment,
family teaching, and so
forth.
From the perspective of
age, an important
consumer group is
teenagers.
7
Psychologically,
teenagers are in transition
phase from childhood to
adulthood. This is the
period where they
struggle to be accepted
by others. Generally,
teenagers buy things not
because they need them,
but simply because they
want the stuff. Life style,
familyupbringing, and
their unstable characters
cause them to be easily
influenced,triggering
irrational consumer
8
behavior (Pramudya,
2012). This is
exacerbated by the fact
that teenagers are often
chosen as a potential
market for many
industrial products.
Producers of goods and
services understand this
perfectly—teenagers are
a profitable
market,because teenagers
follow trends, are eager
to try new things or
products, and are
9
working hard on social

recognition.
In addition to social
recognition,
socioeconomic status and
parents’ education
background possess great
influence over the
rational economic
behavior. Parents’
socioeconomic status can
be seen from their jobs,
educational background,
political views, family
lineage, and religion
(Narwoko,
10
2007).Parents’
socioeconomic status
brings certain influence
on the lives and
education of the children.
First, education takes
place inside the family,
and this will become the
foundation when they
enter school. Education
opens the mind of the
people and changes their
behavior as
well(Bahar,2000: 130).
One of the subjects
students need to take at
11
school is economics. This

subject is taught from
elementary schools up to
higher education.
Students learn economics
at school as to make
them familiar with the
concepts and to help
them understand how to
balance between making
ends meet and scarcity of
means. Students also
learn how to prioritize in
fulfilling their needs.As
students grow to
understandeconomics
12
and theories related to it,

they are expected to start
having rational consumer
behavior. Rational
consumer behavior for
these students means that
they are not using their
money or resources to
buy things they do not
need.
Students who understand
economics andcome from
a lower class or middle
class family will spend
their pocket money
wisely, simply by buying
13
only the things they need.

On the other hand,
students without
comprehensiveunderstan
ding of economics who
comefrom a rich family
tend to spend their pocket
money irrationally by
buying things they do not
actually need.
To examine how
parents’socioeconomic
status and learning
achievement in
economics affect
14
behavior, a study was

conducted at Public
Senior High School 3
Malang. The school was
chosen as it exhibited
varioussocioeconomic
statusstatuses of students’
parents, and it was
assumed that within this
circumstance, students
would have various
amounts of pocket
money. In addition, the
school is acknowledged
as one of the best schools
in town, sothere is not
15
any doubt that the

studentsreceive good
education.
The research problems in
thestudy were (1)
howhow does the
socioeconomic status of
parents affect consumer
behavior for the tenth
graders ofPublic Senior
High School 3 Malang?;
(2) howHow does
learning achievement in
economics subject affect
the tenth graders ofPublic
16
Senior High School 3

Malang?;and (3)
howHowdo parents’
learning
achievementdoes
parents’ learning
achievement in
economics subject affect
the tenth graders of
Public Senior High
School3 Malang?
The term
“socioeconomic” consists
of two words, “social”
and “economy”. “Social”
17
refers to something
related to the society and
caring to the needs of the
public, while “economy”
refers to any efforts by
human beings in order to
fulfill their needs to
achieve wealth and
prosperity or
management of the
available household
resources (Salimet
al.,2002). Social status
refers to the place
someone has in relation
to other people, that is
18
their environment,
prestige, rights, and
responsibilities (Setiadi,
2008:304).
In addition, the
term“socioeconomic”
status is commonly
conceptualized as the
social standing or class of
an individual or group in
certain hierarchy or strata
which is widely known
as privilege (wealth,
income, consumption,
prestige, lifestyleand
lifestyle).(Mifflendanand
19
Mifflen,1986:227).Soeka
nto (2006:210) affirms
that social status refers to
the place someone has in
relation to other people,
that is their environment,
prestige, rights, and
responsibilities.
There are some
parameters to measure
someone’s social status
(PitirimSorikin, in
Narwoko, 2007:156),
namely (1) occupation,
(2) educational level and
knowledge, (3) wealth
20
and income, (4) political

beliefs, (5) family
lineage, and (6) religion.
Learning achievement is
the proof of the students’
understanding. Sudjana
(2010:22) explains that
refers to changes in
behavior. Behavior as the
product of learning
includes affective,
cognitive, and
psychomotor domains.
Suprijono (in Thobroni
and Arif, 2011:22) states
21
that learning outcomes of

economics come in forms
of behavior patterns,
values, attitudes,
understanding,
appreciation, and skills.
Dimyati and Mudjiono
(2009:20) argue that
learning outcome is the
final product of the
learning process.
Learning outcomes are
the results of interaction
between learning and
teaching. For teachers,
teaching ends with
22
evaluation of students’
learning outcomes. For
students, learning
outcomes are the end and
the final process of
learning (Dimyati and
Mudjiono, 2009:3).In this
present study,information
on students’ learning
outcomes was taken from
the documentation of
students’ school reports
on the economics subject
during the odd semester
for the tenth graders.
23
According to Engel et
al. (1994:3), consumer
behavior consists of
“those activities directly
involved in obtaining,
consuming, and
disposingof products and
service, including
thedecision processes
that precede and follow
these actions”.Sumarwan
(2011:5) states that
consumer behavior is all
activities and actions, as
well as psychological
processes driving the
24
actions and activities

before and during
purchasing, after
purchasing, using, and
the disposalof products
andservices, as well as
during evaluationof all
those activities and
actions.Consumer
behavior refers toreal
actions of consumers
affected by factors such
as thought and interest
driving them to choose or
to use particular products
25
and services (Wardana,

2011:2).
RESEARCH
METHOD
This study employed
adescriptive quantitative
method. In descriptive
studies, researchers
describe the research
activities on certain
objects systematically
and clearly. This study is
aimed at describing and
analyzing the effect of
26
bothparents’ social and

economic status and
learning achievement in
the economics subject on
the consumer behaviorof
the tenth graders of
Public SeniorHigh
School 3 Malang.
The sample was chosen
through proportional
random sampling, which
is a sampling technique
that takes samples
randomly by considering
the proportion of
eachsub-population,
27
which were consisted of

groups ofstudents in class
X-1, X-2, X-3, X-4, X-5,
X-6, X-7, X-8 and X-9 in
the present study. The
sample was determined
using the Slovin formula.
The research instruments
consisted of the students’
academic report on the
economics subject in the
odd semester of the
academic year2012/2013
and questionnaires to
reveal parents’
socioeconomic status. A
28
Likert scale was used in

measuring variables on
learning achievement,
and students’ consumer
behavior. There are
several alternatives
provided on the
questionnaire for students
to choose. The data from
the questionnaire came in
the form of qualitative
data. This data was then
converted into
quantitative data by
giving a score to each.
29
Reliability and validity

tests were conducted on
the academic reports.
The interview purpose
was to collect the
respondents responses
about their
consumtionconsumption
behavior. The data
whichthat has been taken
was used to strengthen
the analysaanalysis.
Interviewswas done
onwere conducted with
both students who had
high and low scores onin
30
the economics subject.

The questionswaswere
related withto how they
spent their money. Of
interest was Wwhether
itthe money is all used all
to buy things or if they
students save some part
of it,.the Ppurpose of
buying things based on
their needs or their
will,.Ttheir tendencies to
follow the trends,and did
they madehave priority
level when buying things.
31
The data collection

process isexplained as
follows. (1) The kind of
questionnaire used in this
study was the closed
questionnaire, which
presents a number of
statementsfollowed with
a series of alternatives to
choose. Thus,
respondents merely have
to choose the alternative
that best represents their
answer. (2) In this study,
the secondary data was
the students’ grades on
32
economics subject in the

odd semester of the
academic year
2012/2013. (3)
Interviews were used to
find more comprehensive
information related to
what respondents think
about the topic under
study, in this case their
consumer behavior. The
results of the interviews
support the data collected
through instrument (1)
and (2).
33
The data in this study

was analyzed using SPSS
17.0 for Windows. The
following sections
discuss the statistical
analyses done to the data.
1. Data Analysis
a.Multiple Linear
RegressionAnalysis
Multiple linear
regressionanalysis is used
to know the effects of the
independent variables,
34
status (X1)and learning
achievement in
economics subject
(X2),the dependent
variable, students’
consumer behavior(Y).
The formula of the
multiple linear regression
equation is:
Y = a + b1xi+ b2x2+ e
In which:
Y = dependent variable
(students’consumer
behavior)
a = constant number
35
x1 = independent
variables (parents’
socioeconomic status)
x2 = independent
variable (learning
achievement in
economics subject)
b1 &b2 = regression
coefficients
e = error
(Hasan, 2002: 117)
b.Classical Assumption
Test
36
(1) Normality Test
Normality tests are used

to determine if a data set
is well modeled by a
normal distribution and
to compute how likely it
is for variables,
independent variables
(X1and X2)and
dependent variable (Y),
underlying the data set to
be normally distributed.
To understand the normal
distribution of the data
37
set, a Kolmogorov-
Smirnov test was done.
(2) Multicollinearity
Test
To detect
multicollinearity in linear
regression model having
morethan one variable,
an examination of the
tolerance value and
Variance Inflation Factor
(VIF) of the independent
variable of parents’
socioeconomic factor
38
(X1),in which the

tolerance value was
0.998 and the VIF was
1.002. This means that
the data is qualified,
since the tolerance value
is close to 1 and the VIF
value is around 1.Thus, it
can be concluded that
multicollinearity does not
happen to the
independent variable of
factor (X1).
39
(3) Heteroscedasticity
Test
Glejser test was used to

determine whether
heteroscedasticity existed
or not, in which the
significance values of
X1and X2were compared
with the significance
level of 0.05. From the
comparison, it was found
out that the significance
value of X1was 0.647 >
0.05 and the significance
value of X2was 0.891 >
40
0.05. This means that

heterocedasticity does
not occur in this
regressionmodel, and this
regression model is
qualified to be used to
examine the students’
consumer behavior based
on the inputs of its
independent variables of
status and the learning
achievement in the
economics subject.
2. Hypotheses Testing
41
a.tT-Test
The t-test in this study

wasemployed to find out
the effect of the
status (X1)toward the
dependent variable of
behavior (Y), as well as
the effect of the
(X2)toward the
42
behavior (Y). T-test can
be done using the
following formula:
❑❑ ❑❑
❑❑
In which:
bi = regression coefficient
Bi = regression
coefficient for population
Sbi = standard
deviation of regression
coefficient
(Hasan, 2002: 126)
43
The next step is

comparing the tcalcwith
the ttab,by looking at the
significance level of t ≤
0.05 or t >0.05. Based on
the analyses, a
conclusion whether the
null hypothesis(H0)or the
alternative hypothesis
(H1)is accepted or
rejected can be drawn.
b. F-Test
F-test aims at knowing

thesimultaneous effect of
44
all the independent

variables, parents’
(X1)and learning
achievement in
economics subject
(X2),toward the
dependent variable,
behavior (Y). The
formula of the F-test is
(Hasan, 2002:125):
F= R 2 /k
¿¿¿
In which:
45
R = multiple linear
correlation coefficient
N= total number of data
K = total number
ofindependent variables
The next step is

comparing the Fcalccalc
with the Ftable, or by
looking at the
significance level of F ≤
0.05 or F> 0.05. Based
on the analyses,
aconclusion whether the
null hypothesis (H0)or
the alternative hypothesis
46
(H1) is accepted or
rejected can be drawn.
THE RESULTS OF
THE STUDY
Based on the
questionnaire distributed
to 176 students as the
sample of the study, the
description
ofnstudents’the parents’
socioeconomic status can
be illustrated as follows.
47
The Chart of Students’

Parents’ Socioeconomic
Status
60%
40%
20%
0%
Low Middle High

Very High
Based on the chart, the

status of the tenth graders
48
of Public Senior High

School 3 Malang was
divided into four levels,in
which 5% belonged to
low socioeconomic
status, 51% belonged to
middle socioeconomic
status, 39% belonged to
high socioeconomic
status, and the
remainingst 5% belonged
to very high
socioeconomic status.
The students’ learning
outcomes were measured
through their scoresin the
49
economic subject
recorded in the students’
academic report in the
odd semester of the
academic year2012/2013.
The length of the interval
was made based on the
school regulation.
The students’
learningoutcomes of
students onin the
economic subject is
illustrated a follows.
50
The Chart on Students’

LearningOutcomes
150%
100%
50%
0%
Very Poor Quite Good
Very
Poor Good Good
The dependent variable

of students’ consumer
behavior was examined
51
by asking 17 questions
on the questionnaire
distributed to students.
Students’ consumer
behavior was measured
through several
indicators, such as
purchasing, using, and
disposing of products and
services,as well as
decision-making.
The students’ consumer

behavior can be
illustrated as follows.
52
The Chart of Students’

ConsumerBehavior
60%
40%
20%
0%
Low lowHigh
Medium
To medium
to High
53
According to the chart,

2% of the students had a
low level of consumer
behavior, 10% of the
students had a medium
level of consumer
behavior,57% of the
students had a high level
ofconsumer behavior,
and the remainingst 31%
of the students had a very
high level of consumer
behavior.
From the analysis using
the test of normality,
with the asymptoticvalue
54
significant 2-tailed and

>α(0.05), it was found
out that the αα
forparents’
(X1) variable was 0.055,
for students’ learning
achievement in
economics (X2)it was
0.060, and for students’
consumer behavior (Y) it
was0.057. Thus, it can be
concluded that the data
from the sample was
normallydistributeddistri
buted;and that
55
meansindicating the
choiceof sample is
representative of
thepopulation.
Based on the
multicollinearity test, the
tolerance value for
parents’socioeconomic
variable (X1)was0.998
with VIF 1.002, for
students’learning
achievement in
economics subject
(X2)the tolerance value
was0.998 with VIF
1.002. The results mean
56
that the data is qualified,

sincethe tolerance value
is close to 1 and the VIF
value is around 1.Thus, it
canbe concluded
thatmulticollinearity does
not happen to the
independentvariables.
In the heteroscedasticity
test,thevalues of X1and
X2 were compared to the
significance level of
0.05. From the
comparison, it was found
out that the significance
value of X1 was 0.647 >
57
0.05 and the significance

value of X2was 0.891
>0.05. This means that
heterocedasticitydoes not
happen to this
regressionmodel, and this
regression model is
qualified to be used to
examine the students’
consumer behavior based
on the inputs of its
independent variables of
status and the learning
achievement in
economics.
58
The equation for the

multiple linear regression
analysis was Y= -0.066 –
0.870X1+0.689X2+ e.
The equation can be
explained as follows. The
constant number of
-0.066 meansthat without
any interference from the
independent variables or
X1and X2, the value of Y
is -0.066. The coefficient
on parents’
(X1)is 0.870, which
means that the addition
59
of the variable (X1) by as

muchany as 1 unit will
reduce students’
consumer behavior (Y)
as much asby0.870.;tThis
also means the opposite,
the subtraction of the
variable (X1) by as
increase students’
as much asby0.870.
These two conditions are
assumed to happen when
the learning achievement
(X2)is made constant.
60
The coefficient on
learningachievement
(X2)is 0.689, which
means that the addition
of the variable (X2)by as
increase students’
by as much as
0.689.;tThis also means
the opposite,opposite; the
subtraction of the
variable (X2)by as
reduce students’
61
as much asby 0.689.

These two conditions are
assumed to happen when
status (X1)is made
constant. The value ofthe
Adjusted R Square was
0.246. Thismeans that the
influence brought bythe
independent variables,
that were parents’
learning achievement,
toward the dependent
variable, that was
62
behavior, was as much

asabout25%, and the
remainingst 756% of the
influencewas due to other
unexamined variables in
this present study.
The t-test in this study
was employed to find out
the effect of
theindependent variable
of parents’socioeconomic
status (X1)toward
thedependent variable of
behavior (Y), as well as
the effect of the
63
(X2)toward the
behavior (Y).
The Effect of Parents’

Socioeconomic Status
Students’ Consumer
Behavior
From the analysis, it was

foundout that the
significance of t for
64
status was 0.000. This

value is smaller than
0.005 on the significance
level of 5%. Thus, H1
must be accepted and
H0must be rejected. It
can be concluded then
that “parents’
affects students’
consumer behavior”.
The Effect of Learning

Achievement Toward
Students’ Consumer
Behavior
65
From the analysis, it was

found out that the
significance of t for
was 0.000. This value is
smaller than 0.005 on the
significance level of 5%.
Thus, H1must
beaccepted and H0must
be rejected. Itcan be
concluded then that
“learningachievement
onin the economics
subjectaffects students’
consumer behavior”.
66
Based on the result of

thestatistical analysis, the
F-test valuewas 29.367
with a significance level
of0.000. To find out
whether H3 is accepted
or rejected, the
Fcalc(29.367) must be
compared with the Ftable
(3.06). Since the
Fcalc>Ftableand that the
significance level of
Fcalcis lower than 0.05,
it can be concluded that
status (X1)and learning
67
achievement (X2)cause
asimultaneous effect on
thedependent variable of
students’consumer
behavior (Y).
DISCUSSION
The results of the

analyses on the research
data taken from 176 tenth
graders of Public Senior
High School3 Malang
show that parents’
Socioeconomic status
68
affects students’
consumer behavior, in
which the higher the
status, the more
consumptive the students
are.This finding means
thatindividuals having
different socioeconomic
status tend to have
different consumer
behavior.,and tThis
finding is in accordance
with Engel (1994:48)
who stated that
differencestin
69
often results in different
patterns of consumer
behavior.
Parents’
socioeconomicstatus
determines not only the
wealth of the family, but
also the development and
education for the
children. However,
parents’ consumption
attitudes as well as
interaction patterns in the
family also playsan
important role in shaping
70
children’s consumption
patterns. Children imitate
what their parents do.
Parents teach values,
shape theattitude, and
create situations under
which children develop
their interests, and these
interests develope into
their life style (Suryani,
2008:240).
According to the
interview results, the
high consumer behavior
was caused by the
students’ willingness to
71
keep up with new trends.

These students buy
whateverthey want,
although many of the
things they buyare not
particularly useful. The
finding supports the
previous study by
Pramudya (2012) which
reveals the needs of
teenagers to be socially
recognized and accepted.
The teenagers oftenspend
their money on trendy
items and body treatment
simply to show that they
72
are equal with

everybodyelse in the
society.
The results of the data
analysesshow that there
is a relationship between
students’ learning
outcomes and their
consumer behavior. The
higher their scores and
grades in economics,
which means the more
knowledge they have in
relation to basic
principles of economy,
the more rational their
73
consumer behavior
becomes. The higher
scores indicategood
comprehension ofn the
materials, while the bad
scores mean that students
have not yet developed
adequate understanding
of the principles of
economy.
Learning adds
knowledge,changes
behavior and skills, as
well as changes attitudes
(Gagne in Thobroni and
Arif, 2011:22). Changes
74
in attitudes in this sense

can be seen in the
rational consumer
behavior thestudents
exercise. The more they
knowabout the principles
of economy, the more
rational their actions
must be, as suggested by
Slameto (2010) who
states that changes in
individual experience due
to learning involve all
changes in behavior and
attitude. If students learn
the basic knowledge of
75
economics, the expected

learning outcomes are
changes, either wholly or
partially, in their
economy-related
behavior or attitudes,
based on their level of
understanding.
Based on the interview
resultswith students
achieving high scores in
economics, it was found
out that these students
tended to save their
money rather than to
spend it on thingsthey do
76
not really need. They

understand that being a
spendthrift is not good.
In addition, these
students also developed a
priority scale. Although
some of these students
came from a high
their knowledge of
economics also affected
their rationality in
consumption.
Based on the
simultaneous
testconducted, it was
77
found out that parents’

students’ learning
achievement affect the
behavior for the tenth
graders of Public Senior
High School 3 Malang.
Parents’socioeconomic
status affects students’
consumer behavior, and
this is in accordance with
the statement by Bahar
(2000:131) asserting that
behavior is highly
78
correlated to parents’
socioeconomic status.
The way parents fulfill
their children’s needs,
including all theneeds
related to education,
represents their
socioeconomic ability
and determines the way
these children consume.
Parents’ socioeconomic
determines not only the
wealth of the family but
also the development and
education for the
children. However,
79
parents’ consumption
attitudes as well as
interaction patterns in the
family also plays an
important role in shaping
children’s consumption
patterns (Gerungan,
1983). Parents are
responsible to their
children’s education as to
provide the facilities
needed.
Students have to think
wisely before making
any economic decisions.
Students must be trained
80
to think about finance

and the importance of
saving money for future
needs. They have to be
taught on how to have
priority, how to save
money, and how to only
buy things they need
based on their purchasing
power.
Irrational
consumptivebehavior
does not give any
economic advantages.
After learning the
subject, students are
81
expected to have the

ability to consider the
quality and the benefit of
the things they are about
to buy, as well as to
consider their purchasing
power.
CONCLUSIONS AND
SUGGESTIONS
Based on the discussion,

someconclusions can
now be drawn. (1) There
is a negative effect of
82
status (X1)toward
behavior (Y). (2) There is
a significant positive
effect of learning
outcomes (X2)toward
behavior (Y). (3) There is
a simultaneous effect of
the independent variables
of parents’
(X1)andlearning
achievement (X2)toward
the dependent variable of
83
students’consumer
behavior (Y).
Considering the results of
thestudy, some
suggestions are given. (1)
For the teachers of
economics subject at
Public Senior High
School 3Malang: the
teachers are expected
toimprove the teaching
and learning quality by
guiding students more in
understanding materials
related to basic principles
of economy.
84
Thatguidance is
importantto help students
grasp the materials more
quickly and easilyfaster
and easier. When the
students comprehend the
materials, it will be easier
for them to apply these
concepts and principles
in their lives so that they
can avoid irrational
consumer behavior. (2)
For the students’ parents:
the parents are expected
to guide and teach their
children that bad
85
unnecessary consumption
behavior is not good.
Parents also have to give
good examples related to
the matter since home is
the place for first
education. Parents have
to teach their children
how to save money, to
spend it wisely, and to
haveput priority in
purchasing. (3) For the
students of Public Senior
High School 3: the
students are expected to
apply what they have
86
learned, such as applying

rational consumer
behavior, putting priority
before purchasing
unnecessary items, and
considering the benefits
of the things they buy.
Students are expected to
not simply follow
trends.Students must
learn how to managethe
money they get from
their parents and consider
their purchasing power
so that they can avoid
87
bad consumption
behavior.
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X-Variables Y-Variables
106
Continuous Dicrete
(merangking) (membagi)
Non-Manipulated manipulated
(Alami) (assignments)
Correlation causal Comparative Experimental

02 Variables

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02 Variables

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1

understand which factor

Consumers are basically

working hard on social

school is economics. This

and theories related to it,

only the things they need.

behavior, a study was

any doubt that the

Senior High School 3

and income, (4) political

that learning outcomes of

actions and activities

and services (Wardana,

bothparents’ social and

which were consisted of

Likert scale was used in

Reliability and validity

the economics subject.

The data collection

economics subject in the

The data in this study

(1) Normality Test

Normality tests are used

(X1),in which the

Glejser test was used to

0.05. This means that

The t-test in this study

The next step is

F-test aims at knowing

all the independent

The next step is

The Chart of Students’

Low Middle High

Based on the chart, the

of Public Senior High

The Chart on Students’

The dependent variable

The students’ consumer

The Chart of Students’

According to the chart,

significant 2-tailed and

that the data is qualified,

0.05 and the significance

The equation for the

of the variable (X1) by as

as much asby 0.689.

behavior, was as much

The Effect of Parents’

From the analysis, it was

status was 0.000. This

The Effect of Learning

From the analysis, it was

Based on the result of

The results of the

keep up with new trends.

are equal with

in attitudes in this sense

economics, the expected

not really need. They

found out that parents’

to think about finance

expected to have the