Mother’s spiritual intelligence, parenting quality, and student’s creativity at progressive and non progressive elementary school in Depok City

Abstract

The aim of this research is to analyze mother’s spiritual intelligence, parenting quality, and student’s creativity at progressive and non progressive elementary school in Depok City. This research involved 120 students and their family that were selected randomly in each school. The samples were chosen from families of students who were studying in 4 schools (fourth and fifth grade in elementary school). Data was collected by completing the questionnaire. Data was analyzed by descriptive, parametric (t-test) and non parametric test (mann whitney test), correlation, and regression analysis. Measurement of student’s creativity consist of figural and verbal creativity test. Measurement of spiritual intelligence is adopted from Spiritual Intelligence Self Report Inventory-24 (SISRI-24). Measurement of parenting quality consist of family environment stimulation and warmth stimulation. Based on scores achievement, mother’s spiritual intelligence has half of the expected maximum value. Among of five families, there are four families that have optimal environmental stimulation, and three families of them possess optimal warmth. Among of ten students, there are 4 students who have a figural creativity above the average category and one of them has a figural creativity below average category. One of the ten students has verbal creativity above the average category and 2 of them have verbal creativity below average category. The result showed that family of progressive school student had higher than family of non progressive school student in parent’s education, family income, mother’s spiritual intelligence, parenting quality (family environment stimulation), student’s figural and verbal creativity. Family environment stimulation has positive correlations with parent’s education, family income, and mother’s spiritual intelligence. Warmth stimulation has positive correlations with mother’s spiritual intelligence (personal meaning production and conscious state expansion). Student’s figural creativity has positive correlations with amount of children, family income, and family environment stimulation (active stimulation and child experience stimulation). Student’s figural creativity in non progressive school has positive correlations with amount of children, child’s age, and level of birth. Student’s figural creativity in progressive school has positive correlation with maturity of child, and has negative correlation with mother’s spiritual intelligence. Student’s verbal creativity has positive correlations with mother’s education, family income, warmth stimulation, and family environment stimulation (child experience stimlulation). Student’s verbal creativity in non progressive school has positive correlations with family income, family environment stimulation, amount of children, and level of birth. Student’s verbal creativity in progressive school has positive correlation with warmth and mother’s education, but has negative correlation with father’s partisipation. Family environment stimulation in progressive school family was influenced by mother’s spiritual intelligence and family income. Warmth stimulation was influenced by father’s education and mother’s spiritual intelligence. Student’s figural creativity was influenced by amount of children and child’s age. Student’s figural creativity in non progressive school was influenced by amount of children. Student’s figural creativity in progressive school was influenced by mother’s spiritual intelligene. Student’s verbal creativity was influenced by parenting quality (warmth stimulation), and family income. Student’s verbal creativity in non progressive school was influenced by amount of children in famiy.