Indonesia is a disaster-prone country. It is proven by the occurrence of various disasters that continuously affect various regions, whether it is caused by natural factors (earthquakes, tsunami, floods, volcanic eruptions, landslides, hurricanes, etc.), or by non-natural factors such as various consequences of technological failure and human activity. Generally, the disasters that occur causing suffering to the community, both in the form of human loss of property and damage to the environment and the destruction of the results of development achieved. Earthquake disaster potential affecting West Nusa Tenggara Island consists of 2 parts, namely the Indo-Australian subduction zone in the south of West Nusa Tenggara and a back arc thrust in the north of West Nusa Tenggara. Therefore, the frequency of earthquake events in West Nusa Tenggara is high. One of these efforts is to reduce the level of social vulnerability. Social vulnerability is often forgotten in the earthquake disaster management process, some activities are more often focused on efforts to knowledge of building structures and physical problems. Social vulnerability analysis is the state of an area that is affected by physical, social, cultural, and environment to prevent, reduce in response to disasters. Earthquakes are natural disasters that cannot be predicted when they occur accurately, so there needs to be an effort to minimize the vulnerability of the community.
The purpose of this study was to explain the effect of economic literacy towards students’ consumption behavior, effect of peer groups towards students’ consumption behavior and effect of parents sosioeconomic status toward students’ consumption behavior. The research location was conducted in SMAN Selong City, East Lombok, NTB. This research uses a quantitative approach because the research data using statistics and SPSS. The population in this study amounted to 308, and the study sample consisted of 174 students taken by proportional area random sampling. Data on research results obtained through questionnaires and tests, data analysis techniques using quantitative descriptive, testing requirements analysis, and testing hypotheses. The results of this study show that there is positive and significant effect of economic literacy towards students’ consumption behavior, there is positive and significant effect of peer groups towards students’ consumption behavior, and there is significant effect on parents' socioeconomic status towards students’ consumption behavior. The conclusion of this study states that there is a positive and significant influence of the variables of economic literacy, peer groups, and parents sosioeconomic status towards students’ consumption behavior.
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