ISLAMIC FINANCIAL LITERACY, DIGITAL SKILLS, AND HOUSEHOLD FINANCIAL BEHAVIOUR: TESTING THE MEDIATING ROLE OF SHARIA ATTITUDE AMONG HOUSEWIVES IN SUMEDANG, INDONESIA

Yusrina Alyani Tamimi; Desyria  Pratiwi; Vahra Frenari Putri; Fidy Aulia; Rayya Khansa  Nabiha

doi:10.61397/mfc.v4i2.637

Authors

Yusrina Alyani Tamimi Politeknik Negeri Jakarta
Desyria Pratiwi Politeknik Negeri Jakarta
Vahra Frenari Putri Politeknik Negeri Jakarta
Fidy Aulia Politeknik Negeri Jakarta
Rayya Khansa Nabiha Politeknik Negeri Jakarta

DOI:

https://doi.org/10.61397/mfc.v4i2.637

Keywords:

Islamic financial literacy; digital skills; sharia attitude; household financial behaviour; PLS-SEM

Abstract

This study examines whether sharia attitude mediates the relationships of Islamic financial literacy and digital skills with household financial behaviour among housewives in Sumedang Regency, Indonesia. A cross-sectional survey was conducted with 52 purposively selected respondents. Questionnaire responses covering four constructs—Islamic financial literacy (PS), digital skills (KD), sharia attitude (SS), and household financial behaviour (Y)—were analysed using partial least squares structural equation modelling (PLS-SEM) in SmartPLS 4. The reported structural estimates indicate that Islamic financial literacy is positively associated with sharia attitude (β = .461, p = .001) and household financial behaviour (β = .401, p = .001), while digital skills are positively associated with household financial behaviour (β = .481, p < .001). Sharia attitude is not significantly associated with household financial behaviour (β = −.103, p = .382), and the indirect effect of Islamic financial literacy on household financial behaviour through sharia attitude is not significant (β = −.047, p = .459). These structural findings require cautious interpretation because the digital-skills construct exhibits weak internal consistency (Cronbach’s α = .309; ρA = .323) and fails discriminant-validity assessment against Islamic financial literacy and household financial behaviour (HTMT = 1.041 and 1.212, respectively). The results therefore provide preliminary evidence of direct associations but do not establish a robust mediating mechanism. The study highlights the need to refine the digital-skills measure and replicate the model with a larger, adequately powered sample.

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