The problem of food security is availability, distribution, and consumption.

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The purpose of this study was to compare the value of the pretest and posttest in the experimentation of the STAD and Jigsaw learning models on learning achievement in terms of learning motivation. This research is a quantitative research with an experimental method. The population of this study was all X grade students of IPS of SMA Negeri 3 Boyolali in the Academic Year of 2017/2018with a total of 108 students, the study sample was determined by a cluster sampling technique of 2 classes with a total sample of 72 students. The learning model in the experimental class used the STAD method and the control class used the Jigsaw method. Data collection techniques in this study were the method of documentation, tests, and questionnaires. The research hypothesis test used two-way analysis of variance with a 2x2 factorial design and a significant level of 5%. The analysis prerequisite test that is carried out is the normality test and homogeneity test using SPSS 23. From the results of the analysis it can be concluded that (1) differences in the effect of economic learning achievement between students who learn using STAD and Jigsaw cooperative learning models; (2) differences in the effect of learning motivation of students using STAD and Jigsaw cooperative models on economic learning achievement; (3) whether there is an influence of the interaction between the learning model and the learning motivation of students on economic learning achievement.

Otoritas Jasa Keuangan (OJK) focus on improving financial behavior is through financial education program. This study discusses the importance of financial literacy and materialism attitudes in affecting individual’s financial behaviour. Using survey on 129 undergraduates of Economic Education, financial literacy and materialism being factor in affecting behaviour finance. The result of research shows that financial literacy has positive and significant contribution on financial behaviour. It can be seen from the original sample value is 0.244 and t-value 2.319 > 1.96. In addition materialism has a positive and significant contribution on financial behaviour with the original sample value is -0.583 and t-value 6.666 > 1.96. Undergraduates with high financial literacy has good financial behaviour, and undergraduates with low materialism tends can hold an activity related to the purchase of consumer goods and services. Moreover, the significance of financial literacy and self-efficacy has important implications for the development of policies that aim to improve financial behaviour among college students in financial education programs. Keywords: Financial Literacy, Materialism, Financial Behaviour, Financial Education

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