Model R R Square Adjusted R Square Std. Error of the Estimate 1
.482a .232 .222 3.182
a. Predictors: (Constant), Psychomotor, Intellectual, Spiritual Intelligence
Source: Research Data Results 2015
From Table. 4:24 above the value of Adjusted-R Square is 0.222. This value can be used to determine the value of the residual the line coefficient, namely: ε 1 = = = 0,882. Furthermore, this value is inserted into line analysis diagram.
Based on Table 4:24 above figures obtained R Square of 0.232 is a significant percentage of the effect of variable Spiritual Intelligence, Intellectual, Psychomotor to variable Teaching Competency of Teachers of 23.2% or exogenous variables used in the model is able to explain 23.2% of endogenous variables, while the remaining balance of 76.8% is influenced by other variables not included in this research model.
Directly Effect of Spiritual Intelligence, Intellectual, Psychomotor,to Religious Human Resources
Summary Model
Model R SquareR R Square Adjusted Std. Error of the Estimate 1
.926a .858 .856 .967
a. Predictors: (Constant), Psychomotor, Intellectual, Spiritual Intelligence
Based on Table above figures obtained R Square of 0.858 is a significant percentage of the effect of variable Spiritual Intelligence, Intellectual, Psychomotor to Religious Human Resources variable by 85.8% or exogenous variables used in the model is able to explain the endogenous variables by 85.8%, while the remaining 14.5% is affected by other variables not included in this research model.
Structural Equation 2
(Teaching Competence of Teachers to Religious Human Resources) SummaryModel Model R R Square Adjusted R Square Std. Error of the Estimate 1 .427a .182 .178 2.309
a. Predictors: (Constant), Teaching Competence of Teachers Source: Research Data Results 2015
From Table. above the value of Adjusted R Square is 0.178. This value can be used to determine the value of the residual the path coefficient, namely: ε 2 = =
= 0,907. Furthermore, this value is inserted into line analysis diagram.
Based on Table above figures obtained R Square of 0.182 is a significant percentage of Teachers Teaching Competency the effect of variable to Religious Human Resources variable of 18.2% or exogenous variables in the model is able to explain the endogenous variables by 18.2%, while the remaining 81.8 % affected by other variables not included in this research model.
The result of line analysis calculation and significance of directly effect between variables can be explained as follows:
1. The result of of Spiritual Intelligence line analysis (X1) of the Teaching Competence of Teachers (X4) obtained line coefficient of 0.318 with Sig. 0.000> 0.05. So we can conclude that the path coefficient is significant. 2. The result of Intellectual line analysis (X2) of the
Teaching Competence of Teachers (X4) obtained line coefficient of -0.043 with Sig. for 0552> 0.05. So we can conclude that the line coefficient is not significant. 3. The result of Psychomotor line analysis (X3) of the
Teaching Competence of Teachers (X4) obtained line coefficient of 0.260 with Sig. 0.000> 0.05. So we can conclude that the line coefficient is significant.
4. The result of Spiritual Intelligence line analysis (X1) to Religious Human Resources (X5) obtained line coefficient of 0.983 with Sig. 0.000> 0.05. So we can conclude that the line coefficient is significant.
5. The result of Intellectual line analysis (X2) to Religious Human Resources (X5) obtained line coefficient of - 0120 with Sig. 0.000> 0.05. So we can conclude that the line coefficient is significant.
6. The result of Psychomotor line analysis (X3) to Religious Human Resources (X5) obtained line coefficient of -0.038 with Sig. amounting to 0.236> 0.05. So we can conclude that the line coefficient is not significant.
7. The result of Teaching Competence of Teachers line analysis (X4) to Religious Human Resources (X5) obtained line coefficient of 0.047 with Sig. amounting to 0.100> 0.05. So we can conclude that the line coefficient is not significant.
Based on the results of path analysis and significance of indirectly effect, it can be explained as follows:
1. The result of Spiritual Intelligence line analysis (X1) to Religious Human Resources (X5) through the Teaching Competence of Teachers (X4) obtained line coefficient of .014946 to .018683 whereas t = ttable value of 1.97 (α = 0.05 ) and 2.60 (α = 0.01). Therefore tcount<ttable, it can be concluded that the line coefficient is not significant.
2. The result of Intellectual line analysis (X2) to Religious Human Resources (X5) through the Teaching Competence of Teachers (X4) obtained by the line coefficients with t = -0.00253 -0.00202 while ttable value of 1.97 (α = 0, 05) and 2.60 (α = 0.01). Therefore tcount<ttable, it can be concluded that the line coefficient is not significant.
The result of Psychomotor line analysis (X3) to Religious Human Resources (X5) through the Teaching Competence of Teachers (X4) obtained by the line coefficient with t = - 0.00253 -0.00202 while ttable value of 1.97 (α = 0 , 05) and 2.60 (α = 0.01). Therefore tcount<ttable, it can be concluded that the line coefficient is not significant
IV. CONCLUSIONS
Based on data analysis and findings of the research it can be concluded as follows:
1. The test results showed that Spiritual Intelligence to Teaching Competence of Teachers are significant effect.
2. The test results showed that the Intellectual to Teaching Competence of Teachers are not significant effect.
3. The test results showed that the Psychomotor to Teaching Competence of Teachers are significant effect.
4. The test results showed that The Spiritual Intelligence to Religious Human Resources are significant effect. 5. The test results showed that The Intellectual to
Religious Human Resources are significant effect. 6. The test results showed that The Psychomotor to
Religious Human Resources are not significant effect. 7. The test results showed that the Teaching Competence
of Teachers to Religious Human Resources are not significant effect.
8. The test results showed that The Spiritual Intelligence to Religious Human Resources through Teaching Competence of Teachers are not significant effect. Spiritual Intelligence Indirectly effect to Religious Human Resources through Teaching Competence of Teachers, where Teaching Competence of Teachers is not an intervening variable, the actual effect between Spiritual Intelligence to Religious Human Resources are directly effect.
9. The test results showed that The Intellectual to Religious Human Resources through the Teaching Competence of Teachers are not significant effect. The indirectly effect of Intellectual to Religious Human Resource through the Teaching Competence of Teachers, where Teaching Competence of Teachers are intervening variable, the actual effect between The Intellectual to Religious Human Resources are directly effect.
10. 10. Test results showed that The Psychomotor to Religious Human Resources through Teaching Competence of Teachers are not significant effect. The indirectly effect of Psychomotor to Religious Human Resources through Teaching Competence of Teachers, where Teaching Competence of Teachers are intervening variable, the actual effect between The Psychomotor to Religious Human Resources are directly effect.
SUGGESTION
1. To the Teachers of SMPN 42 Batam to pay more attention to the problem of Spiritual Intelligence, Intellectual, Psychomotor and Teaching Competence of Teachers, it is seen from the results showed that these variables in terms of the variables are not optimal. The survey results revealed that the direct effect of variables Spiritual Intelligence, and Psychomotor have a significant effect, whereas the Intellectual variables did not significantly affect Teaching Competence of Teachers.
2. To the principal of SMPN 42 Batam expected to be more active in evaluating the Teaching Competence of Teachers, this is done to improve the ability of students in achieving the learning objectives more leverage 3. For continued researcher need to be followed up other
problems in SMPN 42 Batam, outside of the research variables that also contribute to the increased Teacher Competence and are expected to use the interview method in getting valid data and describe the real condition.
REFERENCES
[1] Sagala, Syaiful. 2009. Manajemen Strategik dalam Peningkatan Mutu Pendidikan. Bandung: Alfabeta.