Muhammad Zaki Ridho Djakfar, Mohamad Agung Rokhimawan, Vikri Aflaha Qomari

The Influence of Emotional Intelligence and Spiritual Intelligence on Students’ Social Adaptation

Introduction

The influence of emotional intelligence and spiritual intelligence on students’ social adaptation. Analyze how emotional and spiritual intelligence significantly influence social adaptation in Islamic Religious Education master's students. Quantitative study offers key development strategies.

Abstract

This study aims to analyze the influence of emotional intelligence and spiritual intelligence on the social adaptation of master's degree students in the Islamic Religious Education program. The main issue addressed is the lack of students’ ability to adapt socially in the university environment. To address this, a quantitative approach with a survey method was employed, using multiple linear regression analysis. The sample consisted of 48 students selected through stratified random sampling. Data were collected using a closed-ended questionnaire on a Likert scale. Validity and reliability tests confirmed that the instrument was both valid and reliable. Data analysis included normality, linearity, t-test, F-test, and determination coefficient (R²). The results showed that both emotional and spiritual intelligence significantly influence social adaptation, both partially and simultaneously. The R² value of 0.663 indicates that the independent variables explain 66.3% of the variation in social adaptation. The study concludes that strengthening emotional and spiritual competencies is a key strategy to improve students' social adaptation. It recommends the integration of emotional and spiritual intelligence development into student development programs in Islamic higher education institutions.

Review

This study offers a timely and relevant investigation into the influence of emotional and spiritual intelligence on the social adaptation of master's students in Islamic Religious Education programs. Addressing a clearly articulated problem regarding students' perceived lack of social adaptability in the university environment, the research employs a quantitative approach to explore these critical relationships. The findings, indicating a significant influence of both emotional and spiritual intelligence—partially and simultaneously—on social adaptation, provide valuable insights into crucial factors affecting student well-being and success. The study's focus on a specific, yet important, demographic within Islamic higher education institutions enhances its contextual relevance. Methodologically, the study is well-executed. The choice of a quantitative survey method with multiple linear regression analysis is appropriate for examining the hypothesized influences. The detailed reporting of instrument validation (validity and reliability tests) and comprehensive data analysis procedures (including normality, linearity, t-test, F-test, and R² determination) strengthens the credibility of the findings. The robust R² value of 0.663, indicating that a substantial proportion of the variation in social adaptation is explained by the independent variables, underscores the practical significance of emotional and spiritual intelligence in this context. These methodological strengths contribute to the confidence in the reported results and their implications. While the study provides compelling evidence, its generalizability might be limited by the relatively small sample size (n=48) and its specific focus on master's students in Islamic Religious Education. Future research could benefit from replicating this study with larger and more diverse student populations, possibly across different academic disciplines or types of institutions, to broaden the applicability of the findings. Nevertheless, the study's practical recommendations—emphasizing the integration of emotional and spiritual intelligence development into student support programs—are highly pertinent and offer actionable strategies for fostering a more adaptive student body. This research makes a meaningful contribution to the literature on student development and provides a solid foundation for further exploration in this vital area.

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