Environmental effect of boarding schools and SQ (spiritual quotient) toward learning outcomes physics

This study aimed to determine the correlation between boarding schools and spiritual quotient (SQ) on learning outcomes. The method used was a survey with quantitative approach, because there are two independent variables, then use path design analysis. The results obtained, the first, there was a significant relationship between the pesantren with the student learning outcomes, tcount = 2,22 > ttable(0,05)=1,69, a contribution of the boarding school environment to learning outcomes was 36.1% with the category enough. The second, there was a significant relationship between spiritual quotient with a physics student learning outcomes, tcount = 4,3 > ttable (0,05) = 1,69, a contribution spiritual abilities physics quotient on learning outcomes by 36% with the category enough. The third, there was a significant relationship between the pesantren and spiritual quotient on learning outcomes tcount ≥ ttable(0,05)=1,69.


INTRODUCTION
Boarding school is an educational institution of Islam is growing and recognized by people around the system boarding students receive religious education through lectures or madrasa system (Sabiq & Djalali, 2012). Which is entirely under the sovereignty and leadership of one or several clerics with a characteristic that is charismatic and independent in all respects (Usman, 2013). Pesantren can categorize as non-formal institutions of Islam, because of the presence in civic education pathway has compiled its educational program and generally free from the formal provisions (Saifuddin, 2016). As educational institutions, boarding schools function has three aspects, namely the religious services (diniyyah), social functioning (ijtimaiyah) and educational purposes (tarbawiyyah) (Sabiq & Djalali, 2012).
These days there has been a rapid growth in the field of education. Boarding school in this case also does not want to be left behind. Education in schools today has changed from what others think about boarding school since the first (Mustajab, 2015). Pesantren today is not a boarding school as before which purpose is score theologians, but schools today do not view like that anymore, now boarding aim is not only to score a religious expert, but experts in the field that practiced by religious basis is strong, including in the area of physics exaggeration in the field of spiritual and emotional (Ahyadi, 2015).
Spiritual field becomes essential because of the potential for spiritual strength in humans carry two elements namely the power and skill, where it is most needed two students when it will be on the community (Madhuri, 2017). Spiritual intelligence by Ary Gina worship: the ability to give meaning to every behavior and activities through the steps and thought is given, to the whole human beings and patterns of thought integralists (Miterianifa, 2015). So formed on each and everyone -every student to learn in worship and always surrender to God (Basuki, 2015).
Learning physics in boarding schools actually not much different, but the most significant difference is the environment in which students carry out activities outside of school, or within the scope of the boarding schools, the school environment is critical in the learning process because the school environment is the most significant primary environment after the family environment (Martina, 2019).
Environment that supports the learning process consists of two things, namely the internal environment and the external environment. The internal environment is something that has to do with teaching and learning in the classroom, while the external environment is everything outside the school who support the teaching and learning process (Silalahi, 2017). In the boarding school is also highly visible strong spiritual education (Rus'an, 2013).
Pondok Pesantren Al-Hamid is a boarding school that has implemented a modern education system in it. Pesantren housed at Cilankap East Jakarta is in it not only had a religious upbringing but also a general education has also been modern. In the morning until the afternoon, the students will go to school just like students outside schools, afternoon to evening would begin religious education activities.
Some of the research underlying this study include research conducted by Khoirunnisa (2011), against Nurul Ulum MA students academic year 2010/2011, amounting to 112 students, in the sampling used proportional random sampling method. Collecting data in this study using questionnaires and documentation methods. To reveal the boarding school environment and student learning to the learning achievement of economic subjects MA student of accounting in the 2010/2011 school year, Nurul Ulum used descriptive analysis of the percentage. The hypothesis testing using t-test and F test with SPSS.
Descriptive study showed the rate of boarding school environment for students MA Nurul Ulum 2010/2011 academic year has been good, MA student learning Nurul Ulum 2010/2011 school year well but has not been optimal, and student achievement is still not excellent. Hypothesis testing results show that the boarding school environment has a positive effect on student learning, boarding school environment has a positive impact on student achievement, how to learn a negative impact on student achievement and hypothesis testing results also show the boarding school environment negatively affects learning achievement through learning as an intervening variable.
Based on these results, it can conclude that the boarding school environment has a positive effect on student achievement and learning also has a positive impact on student achievement. Therefore, students are advised to improve how learning can be optimized to enhance learning performance is better.
This study is also relevant to the research developed by Rampisela et al. (2017) Analysis of data on emotional intelligence performed using the chi-square test was obtained p-value 0.011. This means that the pvalue is smaller than α (0.05), and the analysis of data on spiritual intelligence done using the chi-square test was obtained p-value 0,000, this means the value of p is smaller than α (0.05).
Based on research -previous studies, this research combines in a boarding school envi-ronment with Spiritual Quotient on learning outcomes Physics.

RESEARCH METHODS
The method used was a survey method with a quantitative approach (Mifthahurrachman, 2015). This type of research used to examine the relationship between variables. By using design analysis as follows path (Hakam, Sudarno, & Hoyyi, 2015): Figure 1, the research design using path analysis where X 1 is the first independent variable in the form of a learning environment, X 2 is the second free variable that is spiritual intelligence, and Y is the dependent variable that is the result of learning. While on the line -connecting lines there is a correlation between variables where r 13 is the correlation coefficient boarding schools with learning outcomes, P 13 is the path coefficients boarding schools with learning outcomes r 23 is the correlation coefficient, SQ learning outcomes, P 23 is a path coefficients SQ learning outcomes, r 12 is the correlation coefficient with the SQ boarding environment, and P 12 is a path coefficients boarding schools with SQ.
The design of this study aims to determine the correlation between the two variables are boarding schools and SQ on the dependent variable physics student learning outcomes. In this study, students was given a questionnairetype questionnaire to determine the boarding environment and also to determine the level of SQ students.
This research was conducted at the boarding school Al Hamid East Jakarta with students of science class as respondents as many as 42 people. Here are the stages of the research workflow.

Figure 2. Flowchart Research
Based on the above flowchart research instrument used in this study, using two variables, namely the environment and SQ instrument. The researchers made the tools in this study because the research instrument that will be used to perform measurements to produce accurate quantitative data, then the tool is made must have a scale, which in this study using a Likert scale.
Instrument tested with normality, homogeneity, reliability, and validity. T-tests do hypothesis testing with the following criteria: H 0 : If no a significant influence role of spiritual quotient boarding schools and the learning outcomes of physics. H 1 : if there is a significant influence role physical and spiritual environment on physics learning outcomes Quotient.

RESULTS AND DISCUSSION
Based on field observations and from different sources of literature, the results of student learning is influenced by many aspects, one of which is the environmental aspects and psychological students. From these observations serve as a foothold authors to conclude the provisional hypothesis that the influence of the spiritual quotient boarding school environment with the learning outcomes of physics. In this study, students were given a questionnaire. Filling questionnaire boarding schools that have ten  The percentage in Table 3 shows that the water conditions in boarding schools relatively clean so that students maintained their health.
A third indicator is a common material that is taught by a teacher, with the questionnaire results shown in Table 4. Based on the percentages in Table 4 were obtained that the lessons of the teacher can sometimes be understood, but sometimes also vice versa.
The next indicator is the matter of religion. This indicator only contains two statements that are shown in the Table 5. From Table 5, shows that there is material religion practiced by the students. The next indicator in the form of the human environment that is around the boarding school are shown in Table 6. Based on Table 6, found that the human environment around the boarding school was instrumental in establishing the spirit of learning his students.
The next indicator is the association of students that includes statements such as in  Based on the percentages in Table 7 shows that students sometimes join the activities of the organization and have playmates are often invited to learn together.
The next indicator of the attitude shown in Table 8.
value of percentage of 73.06%, with the lowest at 60% and the interest of the highest value of 90%. At the service indicator from 8 statements had a good category stating that students in pesantren Al-Hamid get excellent service. From 8 report, there are four statements which have a unique category, three statements have a good category and one statement that has less good category. This service indicator is shown in table 10. The next indicator is the values, attitudes and beliefs are shown in Table 9. The results of these indicator means that students value highly upholds the value of togetherness, and sometimes rely on parents, and religious values are used as a reference in life. The results of behaviour indicators show the students do not follow the bad behaviour committed by his friend because the teacher always taught that good and never a bad example. Confidence indicators showed students maintain the trust given and not betraying each other, as well as if entrusted by the preacher be maintained.
At the service, the indicator has an average So it can be concluded that some services are in pesantren Al-Hamid, who has an excellent service means that the boarding services strongly support the activities of male and female students in learning or other things, and there is also inferior services can be seen from how students evaluate questionnaire statements.
In carrying out the duties and obligations indicators, have average percentage is 68.84%, the lowest rate is at 50.9%, and the highest percentage is 85.5%. Of the 11 statement questionnaire given to boarding students, Al-Hamid has a good rate, so it can be said that in carrying out the duties and obligations of the boarding well-organized. It shown in Table  11.
From table 11, it can be concluded that in carrying out the tasks and duties at the school there are some that have been very good in its implementation and there are some pretty good in practice.
In an indicator of the expectations that the average percentage is 85.5%, the lowest rate is 41.9%, and the highest percentage of 98%. This can be seen in Table 12. It can be concluded that the expectations contained Al-Hamid boarding in learning activities, and the others are excellent, seen from the statement of a questionnaire completed by students who are Al-Hamid boarding.
Furthermore, the indicator choices have an average percentage is 70.2%, the lowest rate at 48%, which is the highest percentage 95.2%. Of the 11 statements, 7 statement that had the highest percentage, as shown in Table 13.
Thus, from the above, we can conclude that the percentage of clerics or teachers give students the freedom to make choices. For example, there is freedom during certain days in which students in the setting of environmental decisions in it. For example, there are students on a particular day want to learn, want to play football and other things.
In indicator, understand the strengths and weaknesses of the average percentage is 67.89%, the lowest rate is the percentage of 58.1% and the highest percentage of 90.5%. Of indicators to understand the strengths and weaknesses have 6 statement, which has the highest percentage 5 statement and one report  Of that percentage, it can be concluded that in understanding the strengths and weaknesses have been very good, that is to say in pesantren Al-Hamid teachers and chaplain understands the strength or weakness of each student. Thus, there are handling themselves in addressing the attitudes of the individual students.
The amount of influence between variables described as follows. Based on test results, the correlation coefficient between neighborhood schools with physics learning outcomes of 0.19 belongs in enough correlation with the direction of a positive correlation. A positive correlation indicates the same direction between two variables so that when the boarding school environment well, then study the results obtained would be good.
Boarding environmental contribution to the learning outcomes of physics at 36.1% and the remaining 63.9% influence by other variables. In testing the significance of a simple correlation obtained value = 2.22 > = 1.69 significance level α = 0.05. Because then H 0 refused in other words, the data concluded that there is a significant relationship between the pesantren (X 1 ) with the student learning outcomes (Y). While the influence of the Spiritual Quotient of the results obtained in the form of learning physics Correlation coefficient between X 2 and X 3 is 0.6; it is high. Contributions influence self-concept to physics learning outcomes by 36% and 64% controlled by other factors.
In testing the significance of a simple correlation obtained value = 4.3 >= 1.69 significance level α = 0.05. Because then H 0 is rejected and receive H 2 . but at significance level α = 0.01, then H 0 is rejected and receive H 2 . In other words, the data concluded that there is a highly significant relationship between spiritual quotient (X2) with a physics student learning outcome (Y).

CONCLUSION
The influence of pesantren environment variables with student learning outcomes obtained value of t count = 2.22 > t table (0.05) = 1.69 with a significance level of α = 0.05. Because t count > t table , H 0 is rejected and accept H 1 , but at the significance level α = 0.01 t table < t table , then H 0 is accepted and reject H 1 in other words the data concluded that there is a significant relationship between the pesantren environment (X 1 ) and student learning outcomes (Y). With the contribution of selfconcept to learning outcomes of 36.1%, the category is sufficient. For the influence of spiritual ability Quotient on physics learning outcomes obtained value of t count = 4.3 > t table = 1.69 with a significance level α = 0.05. Because t count > t table , H 0 is rejected and accepts H 2 . but at a significance level α = 0.01, t count > t table . 4,3 > 2,45 then H 0 is rejected and accepts H 2 . In other words the data concluded that there was a very significant relationship between spiritual Quotient (X 2 ) and student physics learning outcomes (Y). With the contribution of spiritual ability Quotient to physics learning outcomes by 36%, the category is sufficient. As for the influence of the pesantren and spiritual environment Quotient on learning outcomes obtained t count >= t table = 1.69 with a significance level α = 0.05 then H0 is rejected, and at a significance level α = 0.01, t table = 2.45 then H 0 is rejected and concluded that there was a very significant influence between the environment of pesantren (X 1 ) and spiritual Quotient (X 2 ) on learning outcomes (Y).