The effect of emotional intelligence, spiritual intelligence, and school culture on strengthening senior high school student’s character in Jambi Province

Abstract The purpose of this study was to determine; (1) the direct effect of emotional and spiritual intelligence on the school culture of SMA Negeri 1 Jambi. (2) the direct effect of emotional and spiritual intelligence on strengthening student character. (3) the direct effect of work culture on strengthening student character. (4) the indirect effect of emotional and spiritual intelligence on strengthening student character through school culture. This research method uses a survey method with a quantitative approach using path analysis. The population in this study were 179 Jambi State High School students while the sample was 129 teachers. Data were collected through distributing questionnaires. This study concluded; (1) there is a positive and significant direct effect of emotional and spiritual intelligence on school culture. (2) there is a positive and significant direct effect of emotional and spiritual intelligence on strengthening student character. (3) there is a positive and significant direct effect of work culture on strengthening student character. (4) there is an indirect effect of emotional and spiritual intelligence on strengthening student character through school culture. This means that the higher the implementation of emotional and spiritual intelligence and work culture, the higher the strengthening of student character.


Introduction
In its context, character education is directed to educate students to become human beings who do good with good actions based on piety to God. In the concept of ulul albab, Bayu (2012, p. 82), states that education aims to encourage students to become active learners who convey knowledge to others, give warnings, and solve problem in society. The sixth President of Indonesia, Susilo Bambang Yudhoyono, hopes that this character education will create Indonesian people who excel in science and technology. It was further emphasized that there are five fundamental goals of the National Movement for Character Education: (1). Indonesian people must have morals, noble character, and good behavior. (2). The Indonesian nation has become a smart and rational nation.
(3). The Indonesian nation is an innovative nation, moving forward and willing to work hard. (4). Building the optimism (5). Become a true patriot who loves the nation, state, and homeland of Indonesia.
Strengthening students' character in schools cannot be separated from emotional intelligence, spiritual intelligence, and school culture. The essence of emotional intelligence that has been introduced so far is our ability to build emotions well concerning ourselves and others. One of the characteristics of people who have emotional intelligence is empathy. Empathy is the ability to understand the feelings of others or the ability to feel what other people think. Generally, teachers' emotional intelligence at Senior High Schools in Jambi Province is in the standard or mediocre category. The guidance of students on the development of the spiritual aspect is left entirely to religious teachers, and other teachers only assist in implementing spiritual activities.
Furthermore, the factor that influence the strengthening of students' character is school culture. School culture is a set of values that underlies the behavior, traditions, habits, daily life, and symbols in which the principals, teachers, students, and school employees have a practice on it. In the wider community, school culture is a characteristic, character, and image.
Based on researchers' observations at Senior High School in Jambi Province, school culture began to change due to the development of community culture in general and the development of information technology. As a result, the development affects the school culture, especially the character of students.
From the results of observation at Senior High School in Jambi Province, the reality in the field is that strengthening the character has not been carried out properly. This can be seen as follow: (1) there are still students who do not respect teachers and their friends; (2) there are still students who say inappropriate way; (3) some students lack of discipline in the learning process; (4) there are still students who have not shown high learning motivation; (5) there are still students who do not keep the school clean; and (6) there are still some students who annoy other students.

Strengthening students' character
According to Lickona (2012, p. 52), strengthening student's character can be defined as all efforts that can be made to influence students' character. But, to find out the exact meaning, it can be stated the definition of character strengthening presented by Thomas Lickona. Lickona says that the notion of character strengthening is a deliberate effort to help a person so that he can understand, pay attention to, and practice core ethical values.
Strengthening the character of students in schools means various efforts made by schools to build student's character. The synonymous term with coaching is what we call as formation or development. Related to schools, the formation of school culture is now being promoted. One of the cultures chosen by the school is the culture of noble character. This is where the term for the formation of a noble moral culture emerges in schools. Howard (2015, p. 11) describes 100 ways to increase values and morality (character/noble character) in schools which can be grouped into five methods, namely: (1) inculcating values and morality (2) modeling values and morality; (3) facilitating values and morality;(4) skills for value development and moral literacy; and (5) developing a values education program).
Based on all the descriptions above, character strengthening is a systematic activity carried out by schools to strengthen the character of students optimally so that they become human beings with noble character as a whole and in balance to become good citizens, which is marked by example, habituation, creating a conducive atmosphere, integration, and internalization. Salovey and Mayer (2003, p. 9) define emotional intelligence as a form of intelligence that involves the ability to perceive the feelings and emotions of oneself and others, to distinguish them, and use this information in guiding one's thoughts and actions. Emotional intelligence is not the opposite of intellectual intelligence, but the two interact dynamically, both at the conceptual level and in the real world. Emotional intelligence is not so influenced by heredity, so it opens up opportunities for us to continue what nature has provided so that we have a greater chance of success. In fact, it must be recognized that emotional intelligence has a very large and important role in achieving success in school, work, and in communicating in the community.

Emotional intelligence
Cooper & Sawaf (as cited in Masaong & Arfan, 2014) stated that emotional intelligence is the ability to feel, understand, and selectively apply emotional power and abilities as a source of energy, information, connection, and human influence. Intelligence requires monitoring feelings, learning to recognize, respecting the feelings of others and yourself and responding to them appropriately to apply energy effectively in everyday life. Emotional intelligence is also the ability to manage all the impulses of feelings that exist within him.
Utama Ginanjar (as cited in Masaong & Arfan, 2014) states that Emotional intelligence (EI) is defined as the ability to "listen" to emotional prompts and make it a source of information. It is very important to understand oneself and others in order to achieve a goal. In a similar vein, Stein (as cited in Rufahniyyah, 2012) defines emotional intelligence as a set of skills that enable us to make our way in a complicated world of the personal aspects, mysteries full of common sense, and the sensibilities essential to functioning effectively every day.
Based on the above description, emotional intelligence is the ability to motivate oneself to feel, understand, and selectively apply the power and ability of emotions in carrying out their activities which are characterized by recognizing oneself, managing emotions, motivating oneself, recognizing other people's emotions, and fostering connection. Mizan (2012) defines spiritual intelligence as intelligence to face and solve problems of meaning and value, namely intelligence to place behavior and life in the context of a wider and richer meaning, intelligence to judge that one's actions or way of life are more meaningful than others. In addition, Munandir (2012) states that spiritual intelligence is composed of two words, namely "intelligence" and "spiritual" which means Intelligence is a person's ability to solve the problems he faces, especially problems that require the mind's ability. However, various limitations put forward by experts are based on their respective theories. Intelligence can also be defined as the ability related to abstractions, learning something, and handling new situations. For characteristics of Spiritual Intelligence, spiritual experts mention that they serve as the basis for the growth of self-esteem, values, morals, and a sense of belonging (Gulo, 2014, p. 233). Hence, it gives direction and meaning to our lives about the belief in the existence of a non-physical power greater than our strength, an awareness that connects us directly to God, or whatever we call the source of our existence.

Spiritual intelligence
According to Sukidi (2014, p. 77), spiritual intelligence is defined as the faculties of our nonmaterial dimension of the human psyche. He calls it a diamond that has not been honed and is owned by every human being. We have to recognize it as it is, rub it so that it shines with great determination, use it towards wisdom, and attain eternal happiness.
Based on the entire description above, spiritual intelligence is the intelligence of the soul in the teacher to help heal and build himself to become a professional teacher, characterized by strong principles and vision, unity and diversity, meaning, difficulties, and suffering. Ahmad (2016) suggests that school culture as: "School culture can be defined as a historically derived pattern of meaning that includes norms, values, beliefs, ceremonies, rituals, traditions and myths that are understood, perhaps at the level of differently, by members of the school community. This system of meaning often shapes what people think and how they act".

School culture
It can be said that school culture is defined as a history of conveying a meaning that includes norms, values, beliefs, ritual ceremonies, traditions, and myths. Perhaps that is what distinguishes the levels of members in school communication. Schools as educational institutions that have only functioned as a place for learning knowledge (transfer of knowledge construction) must grow character through school culture. School culture can be in the form of something that has existed for a long time in school (given) or something that is deliberately designed at school (Nashihin, 2017) Aan and Triatna (2010, p. 102) states that effective school culture is the values, beliefs, and actions resulting from a mutual agreement that gives birth to the commitment of all individuals to implement it consistently. School culture is a distinctive characteristic of the school that can be identified through the values it holds, the attitudes it has, the habits it displays, and the actions shown by all individuals who make up a special unit of the school system.
Based on all the thoughts of those experts as mentioned above, a conclusion is drawn that school culture is a set of assumptions, values, and norms developed in school organizations that are used as behavioral guidelines for school members, which are characterized by academic culture, socio-cultural culture, and democratic culture.

Place and time of research
This research conducted in Jambi Provincial High School. The research activity was carried out for 5 (five) months from January to May 2021.

Research type and design
This study employed the survey method with a quantitative approach using the Path Analysis technique (path analysis). This research consisted of exogenous variables, intervenin variables, and endogenous variables. Exogenous variables are emotional intelligence (X1), and spiritual intelligence (X2). Intervenin variable was school culture (Y) While endogenous variable was strengthening student character (Z).

Population and sample
The total population in this study were 855 students of class XI SMA Jambi Province, the confidence level used was 95% or the error rate was 5%, and the multiplier factor of the 95% confidence level was 1.195. The calculation of the sample size using the Harry King Nomogram is done by drawing a line from the population of 885, passing the 95% error level, and a point would be found at number 25, then the calculation to take the sample size taken was 0.25 × 855 × 1.195 = 264.39 rounded up to 264 people.
The sample calculation for each school is as follows; Furthermore, the sampling was carried out using the proportional random sampling technique.

Data collection technique
Data was collected using a questionnaire

Data analysis technique
After the data was collected, then the data was analyzed using data management techniques. The data analysis used by the researcher in this study aims to answer the questions listed in the identification of the problem. For this reason, researcher described the results of data processing the influence of variables (Emotional Intelligence), (Spiritual Intelligence), Y (School Culture) and Z (Student Character Strengthening) as endogenous variables. The analytical method used in this study was Path Analysis, which tests the path construct whether it is empirically tested or not by using the statistical analysis method of IBM SPSS Statistics 25 software. Data analysis was intended for the preparation and management of data in order to interpret the data that has been obtained X 1 X 2 .

The effect of emotional intelligence on school culture
The first research hypothesis was "There is a direct influence of emotional intelligence on school culture". This hypothesis was statistically formulated as follows. See the following Table 1. Sample Calculation.
Ho : P y1 = 0 H1 : Py1 > 0 Based on Table 2 in the Unstandardized Coefficients column, the regression equation was obtained The constant of 7,253 states that whether there was no emotional intelligence, then School culture was 7,253. The regression coefficient of 0.842 stated that each addition of 1 value of emotional intelligence would increase school culture by 0.842.The table showed that the value of R = 0.844 with a significance of 0.00 which was smaller than the value of = 0.05, so Ho was rejected. This means that there was an influence emotional intelligence on school culture. From the Summary model table obtained R Square 0.712 or 71.2%, meaning that as much as 71.2% of the regression model of the Y function (School culture), could be explained by the emotional intelligence factor (X1).
Based on the table, the value of F = 647,051 with a significance value of 0.00. Because the significance value is smaller in which 0.00 < 0.05, Ho was rejected. Thus, there was an influence of emotional intelligence on school culture.
Testing the significance of the constants on the linear model (a) obtained the value of t = 2,548 with a significance value of 0.00, because the significance value is smaller in which 0.00 < 0.05, Ho was rejected. Thus the regression coefficient a was significant. In testing the significance of the coefficient of emotional intelligence variable (b) the value of t = 25,437 with a significance value of 0.00 was obtained. Because the significance value was smaller in which 0.00 < 0.05, then Ho was rejected. Thus statistically Ho was rejected, meaning that the first hypothesis which stated that there was a direct positive effect of emotional intelligence (X1) on school culture (Y) was proven to be true.
The results of the analysis of this study indicated that emotional intelligence had a positive and significant influence on school culture. This illustrated that the higher the emotional intelligence, the better the school culture. When referring to the resulting R Square value of 71.2%, it appeared that in quality, the contribution of the emotional intelligence variable to school culture was strong or in other words that the emerging school culture was actually influenced by emotional intelligence and 28.8% is determined by other variables not measured in this study.
The results of this study supported the research conducted by Siregar (2014) that there was a direct and significant influence of emotional intelligence on school culture. Emotional intelligence had an important role for organizations and people in the organization to develop positive cultures. Emotional intelligence is the ability to understand one's own emotions and those of others, to distinguish them and to use information to direct one's thoughts and actions. Therefore, if the application of Emotional Intelligence was increased, it would have implications for increasing school culture.

The influence of spiritual intelligence on school culture
The second research hypothesis was "There is an influence of spiritual intelligence on school culture". This hypothesis was statistically formulated as follows The regression coefficient of 0.746 stated that each additional 1 value of spiritual intelligence would increase school culture by 0.746. Table 3, the value of R = 0.762 with a significance of 0.00 was obtained. Because the significance value was smaller than the value of = 0.05, then Ho was rejected. This means there was an influence spiritual intelligence on school culture. From the Summary model table, R Square was 0.580 or 58.0%, meaning that as much as 58.0% of the regression model of the Y function (School culture), could be explained by the spiritual intelligence factor (X2).

Based on
Furthermore, testing the significance of the influence of spiritual intelligence (X2) on school culture (Y) obtained the value of F = 362,541 with a significance value of 0.00, because the significance value was smaller in which 0.00 < 0.05, Ho was rejected. Thus, there was an influence of spiritual intelligence on school culture.
Testing the significance of the constants on the linear model (a) obtained the value of t = 3.106 with a significance value of 0.00, because the significance value was smaller in which 0.00 < 0.05, Ho was rejected. Thus the regression coefficient was significant. In testing the significance of the spiritual intelligence variable coefficient (b) in the linear model, the value of t = 19,061 with a significance value of 0.00 was obtained. Because the significance value was smaller in which 0.00 < 0.05, Ho was rejected. Thus statistically Ho was rejected, meaning that the first hypothesis which stated that there was a direct positive influence of spiritual intelligence (X2) on school culture (Y) was proven to be true.
The results of the analysis of this study indicated that spiritual intelligence had a positive and significant influence on school culture. This illustrated that the higher the spiritual intelligence, the better the school culture. When referring to the resulting R Square value of 58.0%, it appeared that in quality, the contribution of the spiritual intelligence variable to the school culture was strong or in other words that the emerging school culture was heavily influenced by spiritual intelligence and 42.0% is determined by other variables that are not measured in this study. The results of the study supported Tansur's research (2017) that there was an influence of spiritual intelligence on school culture at SMA Negeri 1 Bondoala. This was because spiritual intelligence was more influenced by other factors including: (a) Informal education in this case education in the family environment where parents play an important role in the education, the observations showed that parents of SMA Negeri 1 Bondoala students always emphasized and taught to be active in community activities such as: recitation and other religious activities. (b) Non-formal education in this case education in the community where there were religious activities such as recitation and guidance for mosque youth.
The spiritual intelligence that was awakened by students in Jambi Province Senior High School could be categorized as good through the results of the study, but the spiritual intelligence of students was not only built based on the school culture which was seen by the researcher in the hypothesis. The spiritual intelligence of high school students in Jambi Province was also influenced by other factors outside of school culture. This assumption was seen through community activities that actively carried out spiritual activities or religious activities as well as positive values applied in the community, such as: morals, manners and mutual respect. In addition, the number of religious leaders in society was also a driver of spiritual development where religious leaders are examples, role models and a great shame to appear in front of religious leaders with bad attitudes,

The effect of emotional intelligence on character strengthening
The third research hypothesis was "There is an influence of emotional intelligence on strengthening students' character". This hypothesis was statistically formulated as follows. we can see the following Table 4. Hypothesis testing the effect of emotional intelligence on students' character strengthening.  Based on the results of the SPSS program analysis, the value of R = 0.399 with a significance of 0.00, because the significance value was smaller than the value of = 0.05, then Ho was rejected. This means there was a relationship between emotional intelligence and character strengthening student. From the Summary model table obtained R Square 0.159 or 15.9%, meaning that as much as 15.9% of the regression model of the Z function (character strengthening student), could be explained by the emotional intelligence factor (X1).
Testing the significance of the influence of Emotional Intelligence (X1) on character strengthening student (Z) obtained the value of F = 49.517 with a significance value of 0.00, because the significance value was smaller in which 0.00 < 0.05 then Ho was rejected. Thus, there was an influence of emotional intelligence on the strengthening of students' character.
On Significance and linearity test of strengthening students' character on emotional intelligence obtained the value of t = with a significance value of 0.00, because the significance value was smaller in which 0.00 < 0.05 then Ho was rejected. Thus the regression coefficient was significant. In testing the significance of the coefficient of emotional intelligence (b) in the linear model, the value of t = 7.037 with a significance value of 0.00 was obtained, because the significance value was smaller in which 0.00 < 0.05 then Ho was rejected. Thus statistically Ho was rejected, meaning that the third hypothesis which stated that there was a direct positive effect of emotional intelligence (X1) on strengthening student character (Z) was proven to be true.
The results of the analysis of this study indicated that emotional intelligence had a positive and significant effect on strengthening students' character. This illustrated that the higher the emotional intelligence, the better the strengthening of the student's character. When referring to the resulting R Square value of 15.9%, it appeared that in quality, the contribution of the emotional intelligence variable to the strengthening of students' character was very strong or in other words that the strengthening of the character that appeared was actually more influenced by emotional intelligence and 84.1% was determined by the variable. Others that were not measured in this study.
The results of this study supported the research of Muslim (2019) that there was a positive influence of emotional intelligence on strengthening students' character. Although the effect was small, emotional intelligence was still taken into account in developing student character strengthening. The results of Abas' research (2021) that strengthening student character towards students at SMK 45 and SMK IT NU Saguling, Bandung Barat that students had a strong desire to strengthen character education activities, were responsive to social activities in the community, although not all students can implement it. The level of discipline was good because students felt ashamed when they were not disciplined due to a culture of shame, some students who used to be late came on time even though not all students felt ashamed if they came late.

The influence of spiritual intelligence on students' character strengthening
The fourth research hypothesis was "There is an influence of spiritual intelligence on character strengthening"student". This hypothesis was statistically formulated as follows. See the following Table 5. Hypothesis testing the influence of spiritual intelligence on students' character strengthening. The regression coefficient of 0.212 stated that each addition of 1 value of spiritual intelligence would increase character strengthening students of 0.212.
Based on the results of the SPSS program analysis, the correlations table (attached) obtained a value of R = 0.343 with a significance of 0.00. Because the significance value was smaller than the value of = 0.05, then Ho was rejected. This means there was an influence spiritual intelligence on character strengthening student. From the Summary model table obtained R Square 0.118 or 11.8%, meaning that as much as 11.8% regression model of the Z function (Strengthening student character), could be explained by the spiritual intelligence factor (X2).
Testing the significance of the influence of spiritual intelligence (X2) on character strengthening students (Z) obtained a value of F = 34,899 with a significance value of 0.00, because the significance value was smaller in which 0.00 < 0.05 then Ho is rejected. Thus, there was an influence of spiritual intelligence on the strengthening of students' character.
To test the Significance and Linearity of Strengthening the Character of Upper Students Spiritual intelligence was obtained by the value of t = 17.555 with a significance value of 0.00, because the significance value was smaller in which 0.00 < 0.05 then Ho was rejected. Thus the regression coefficient was significant. To test the significance of the variable coefficient of spiritual intelligence (b) in the linear model, the value of t = 5.907 with a significance value of 0.00, because the significance value was smaller in which 0.00 < 0.05, Ho was rejected. Thus statistically Ho was rejected, meaning that the fourth hypothesis which stated that there was a positive direct influence of spiritual intelligence (X2) on strengthening student character (Z) was proven to be true.
The results of the analysis of this study indicated that spiritual intelligence had a positive and significant influence on character strengthening. This illustrated that the higher the spiritual intelligence, the better the character strengthening. When referring to the resulting R Square value which was 11.8%, it appeared that in quality, the contribution of the spiritual intelligence variable to character strengthening was very strong or in other words that the character strengthening that appears was actually more influenced by spiritual intelligence and 88.2% was determined by other variables which were not measured in this study.
The results of this study supported the research of Muslim (2019) that there was an influence of spiritual intelligence on the strength of students' character. According to Masaong and Tilome (in Asi Nurhan et al., 2020) that the characteristics of people who had spiritual intelligence are (a) Spiritual intelligence from a spiritual-religious point of view (human vertical relationship with God) which includes, namely: frequency of prayer, spiritual beings, love for God who resides in the heart, and gratitude for His presence; b) Spiritual intelligence is seen in terms of socio-religious relations as a logical consequence of spiritual-religious relations.

The influence of school culture on strengthening students' character
The fifth research hypothesis was "There is an influence of school culture on character strengthening". This hypothesis was statistically formulated as follows.See the following table 6. Hypothesis testing the influence of school culture on strengthening students' character. The constant of 59,096 stated that whether there was no school culture, then the strengthening of student character was 59.096.
Regression coefficient 0.227 stated that every addition of 1 school culture value would increase character strengthening students of 0.227.
Based on the results of the SPSS program analysis, the correlations table (attached) obtained a value of R = 0.360 with a significance of 0.00. Because the significance value was smaller than the value of = 0.05, then Ho was rejected. This means there was an influence school culture on character strengthening student. From the Summary model table obtained R Square 0.129 or 12.9%, meaning that as much as 12.9% of the regression model of the Z function (character reinforcement), could be explained by the implementation of school culture (Y).
Testing the significance of the influence of school culture (Y) on character strengthening (Z) reads the value of F = 38.958 with a significance value of 0.00, because the significance value was smaller in which 0.00 < 0.05 then Ho was rejected. Thus, there was an influence school culture to character strengthening student.
To test the Significance and Linearity of Strengthening the Character of Upper Students School culture obtained a value of t = 20.359 with a significance value of 0.00, because the significance value was smaller in which 0.00 < 0.05 then Ho was rejected. Thus the regression coefficient was significant. Testing the significance of the coefficient of the school culture variable (b) in the linear model, the value of t = 6.242 with a significance value of 0.00, because the significance value was smaller in which 0.00 < 0.05, Ho was rejected. Thus statistically Ho was rejected, meaning that the fifth hypothesis which stated that there was a positive direct influence of school culture (Y) on strengthening student character (Z) was proven to be true.
The results of the analysis of this study indicated that school culture had a positive and significant influence on character strengthening. This illustrated that the higher the school culture, the better the character strengthening. When referring to the resulting R Square value of 12.9%, it appeared that in quality, the contribution of the school culture variable to strengthening strong character or in other words that the strengthening of the character that appeared was actually strongly influenced by school culture and 81.1% was determined by other variables that were not measured in this study.
The results of this study supported the research of Albertin Dwi (2015) that the results of research that had been carried out with a simple regression test could be concluded that there was an influence between school culture on the character of class X students majoring in culinary arts at SMK N 3 Klaten. The results of this study were strengthened by other studies using the same variables as school culture and student character. Bayu Bayu (2012) states that there was a positive and significant relationship between school culture and student character. Efforts could be made so that there was a significant influence between school culture on the character of students, namely by: (1) implementing and monitoring and familiarizing school culture, (2) providing good examples and actions.

The effect of emotional intelligence on strengthening students' character through school culture
The sixth research hypothesis was "There is an influence of emotional intelligence on character strengthening" students through school culture". This hypothesis was statistically formulated as follows. See the following Table 7. Coefficient of X1 with respect to Z through Y.
Ho : P z1y = 0 H1 : Pz1y > 0 Based on the table above, it was known that the Standardized Coefficient (beta) value of each variable. The direct effect of emotional intelligence on strengthening student character was 0.487, while the indirect effect was 0.948 × 0.072 = 0.068. From these results, it could be seen that the total influence of emotional intelligence on strengthening students' character through school culture was 0.487 + 0.068 = 0.555. This means that the total influence of emotional intelligence on strengthening student character through school culture was 55.5% Thus, the results of the path analysis were obtained as follows. See the following figure 1 Path analysis of X1 to Z variable through Y: The results of the analysis of this study indicated that there was a positive and significant indirect effect of emotional intelligence on strengthening students' character through school culture. This illustrated that the higher the emotional intelligence, the better the school culture so that the strengthening of student character would be as good as possible. When referring to the path coefficient value, it could be understood that 6.8% of the variation in student character strengthening could be explained by emotional intelligence through school culture. While the total influence of emotional intelligence on strengthening student character through school culture is 55.5%. This indicated that the higher the emotional intelligence and school culture, the better the strengthening of the student's character The results of this study supported the research conducted by Siregar (2014) that there was a direct and significant influence of emotional intelligence on school culture. Emotional intelligence had an important role for organizations and people in the organization to develop positive cultures. Emotional intelligence was the ability to understand one's own emotions and those of others, to distinguish them and to use information to direct one's thoughts and actions. Therefore, when the application of Emotional Intelligence was increased, it would have implications for increasing school culture.

The influence of spiritual intelligence on strengthening students' character through school culture
The seventh research hypothesis was "There is an influence of spiritual intelligence on character strengthening" students through school culture". This hypothesis was statistically formulated as follows. See the following Table 8. Coefficient of X2 with respect to Z through Y.
Ho : P z2y = 0 H1 : Pz2y > 0 Based on the table above, it was known that the Standardized Coefficient (beta) value of each variable. The direct effect of teacher's spiritual intelligence on strengthening students' character was 0.161, while the indirect effect was 0.113 × 0.072 = 0.008. From these results it could be seen that the total influence of emotional intelligence on strengthening students' character through  school culture is 0.113 + 0.008 = 0.121. This means that the total influence of the teacher's spiritual intelligence on strengthening student character through school culture was 12.1%.
Thus, the results of the path analysis were obtained as follows. See the following figure 2. Path analysis of the X2 variable to Z through Z: The results of the analysis of this study indicated that there was a positive and significant indirect effect of spiritual intelligence on school culture. This illustrated that the higher the spiritual intelligence, the better the school culture so that character strengthening would be even better. When referring to the path coefficient value obtained through SPSS, it could be understood that 55% of the variation in character strengthening could be explained by spiritual intelligence through school culture. While the total influence of spiritual intelligence on character strengthening through school culture was 65%. This indicated that the higher the emotional intelligence and school culture, the better character strengthening would be.
The results of the study support Tansur's research (Tehangga, 2017) that there was an influence of spiritual intelligence on school culture at SMA Negeri 1 Bondoala. This was because spiritual intelligence was more influenced by other factors including: (a) Informal education in this case education in the family environment where parents play an important role in the education, the observations showed that parents of SMA Negeri 1 Bondoala students always emphasized and taught to active in community activities such as: recitation and other religious activities. (b) Nonformal education in this case education in the community where there were religious activities such as recitation and guidance for mosque youth.

Conclusion
Based on the results of this present study, it could be concluded as follows: (1) There was a direct and significant positive effect of emotional intelligence on school culture in Jambi Province Senior High Schools.
(2) There was a direct and significant positive influence of spiritual intelligence on school culture in Jambi Province Senior High School.
(3) There was a direct and significant positive effect of emotional intelligence on strengthening the character of students in high school in Jambi Province.
(4) There was a direct and significant positive effect of spiritual intelligence on strengthening the character of students in high school in Jambi Province.
(5) There was a direct and significant positive influence of school culture on strengthening the character of students in high school in Jambi Province.
(6) There was an indirect influence of emotional intelligence on character strengthening through school culture in Jambi Province Senior High School.
(7) There was an indirect influence of spiritual intelligence on character strengthening through school culture in Jambi Province Senior High School.  Figure 2. Path analysis of the X2 variable to Z through Z.

Disclosure statement
No potential conflict of interest was reported by the author.

Citation information
Cite this article as: The effect of emotional intelligence, spiritual intelligence, and school culture on strengthening senior high school student's character in Jambi Province, Kemas Imron Rosadi, Cogent Social Sciences (2023), 9: 2194564.