The Impact of Intellectual Intelligence, Emotional Intelligence,
Spiritual Intelligence and Demographic Factors on Student Ethic
Nanik Lestari
1
, and Tri Indriyani Sucipto
2
1
Department of Business Management, Accounting Department, Politeknik Negeri Batam, Jl. Ahmad Yani, Batam,
Indonesia
2
Department of Business Management, Accounting Department, Politeknik Negeri Batam, Jl. Ahmad Yani, Batam,
Indonesia
Keywords: Intellectual Intelligence, Emotional Intelligence, Spiritual Intelligence, Demographics Factors, Student
Ethics.
Abstract: This study aimed to examine the effect of intellectual intelligence, emotional intelligence, spiritual
intelligence and demographic factors on student ethics. Student Ethics are measured by two
indicators which are social ethics in the campus environment and social ethics outside the campus and
business ethics. Intellectual intelligence is measured by three indicators that is problem-solving skills,
verbal intelligence, and practical intelligence. Emotional intelligence is measured by five indicators that is
self-knowledge, self- control, self-motivation, empathy, and social abilities. Spiritual intelligence is
measured by four indicators that is flexibility, self-awareness, facing and Exploiting Suffering, and facing
and overcoming feelings of pain. While the demographic factors were used in this study are gender, age,
employment status and marital status. This study uses primary data in the form of a questionnaire with 5-
point Likers scale. The sampling method using purposive sampling techniques. The sample in this research
were 989 respondents. The analytical tool used is multiple regression analysis and one-way ANOVA. The
study found that intelligence positively affects student ethics. Emotional intelligence positively affects
student ethics. Spiritual intelligence positively affects student ethics. Female students are more ethical than
the male students. The more mature age students do not influence it in being ethical. Students who already
work no more being ethical than those not working. Married students are no more ethical than the
unmarried.
1 INTRODUCTION
Ethics case students become electronic and
television news headlines lately. As was the case at a
university in North Sumatra related to a student is a
student who killed professor who taught him. This is
certainly quite alarming for higher education
institutions. According Simanjorang & Sipayung
(2012) an important role as a university is forging
science and shaping the character of students and to
deliver qualified students and immoral. Based on the
description of proficiency level, a student should be
formed to become qualified human resources as well
as being air-ethics.
Attitude formation is one element of education in
order to develop positive ethical values of the
students who will be involved into the world of work
as a professional. By incorporating ethics and
business communication as part of the curriculum in
an educational institution is expected to be one way
in the formation of this attitude. In addition, it is
expected later graduates not only incompetent but
also has a good attitude and ethics in order to enter
the working world.
Research on good ethics professional ethics of
accountants and business ethics provide empirical
evidence regarding the factors that influence a
person's attitude and ethical behaviour. Simanjorang
& Sipayung (2012) suggested that factors that
influence ethics on individual aspects of the
emphasis on the dimensions of intellectual,
emotional intelligence and spiritual intelligence. In
addition Bieber et al. (2013) also suggests that the
demographic factor as a factor affecting ethical
attitudes of students.
Lestari, N. and Sucipto, T.
The Impact of Intellectual Intelligence, Emotional Intelligence, Spiritual Intelligence and Demographic Factors on Student Ethic.
DOI: 10.5220/0010355903170327
In Proceedings of the 2nd International Conference on Applied Economics and Social Science (ICAESS 2020) - Shaping a Better Future Through Sustainable Technology, pages 317-327
ISBN: 978-989-758-517-3
Copyright
c
2021 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
317
According to Sternberg (2008) intelligence is a
person's ability to learn from experience, think use
metacognitive processes, as well as the ability to
adapt to the surrounding environment. Some
researchers such as Tikollah et al. (2006),
Jamaluddin & Indriasari (2011), and Agustini &
Herath (2013) provides empirical evidence that
intelligence positively affects the ethical attitudes of
students. These results mean that the higher level of
intelligence will enhance the student ethics. In
contrast to the results found by Simanjorang &
Sipayung (2012) indicated that intelligence has no
effect on the ethical attitudes of students. In addition
to the factors that influence ethical intelligence a
person of emotional intelligence.
Emotional intelligence is the ability to recognize
your feelings, the feelings of others, to motivate
yourself, and the ability to manage emotions
(Goleman, 2005). Fu (2014) examined the effects of
emotional intelligence on employee ethics. The
results showed that the higher the emotional
intelligence of employees will increase employee
ethics. Research Fu (2013) supported in the context
of research in Indonesia by Agustini & Herath
(2013) and Simanjorang & Sipayung (2012) that the
higher the emotional intelligence of students will
increase student ethics. These results differ from
Tikollah et al. (2006) and Morrow & Nurhayati
(2015) which shows that emotional intelligence has
no effect on student ethics.
Spiritual intelligence is intelligence to face and
solve the problem of meaning values that put the
behaviour and human life in the context of a broader
and richer that allows someone to unite things that
are intrapersonal and interpersonal, as well as
bridging the gap between themselves and others
(Zohar & Marshall, 2002). Some researchers such as
Agustini & Herath (2010) and Simanjorang &
Sipayung (2012) provides empirical evidence that
spiritual intelligence has positive influence on the
ethical attitudes of students. These results mean that
the better students of the spiritual intelligence is also
getting good ethics. In contrast to the results shown
by Tikollah et al. (2006) that the spiritual
intelligence does not affect the student ethics.
Demographic factors include gender, age,
occupation and marital status also affect a person's
ethics. This is evidenced by Bieber et al. (2013)
which indicate that gender affects students'
perceptions related to the ethics of information
technology. Fu (2014) found that the age of the
employee results have a negative effect on the
ethical attitudes of employees, which showed that
younger employees demonstrate ethical attitude
better than older employees. While Torgler (2006)
found that the higher the person's age will increase
its adherence to ethical / moral taxes. Additionally,
Torgler (2006) also found that people who are
married are more obedient to the rules than the
unmarried.
Based on previous research that has been
described as the authors conclude as follows: first,
that the influence of intellectual, emotional
intelligence and spiritual intelligence to ethics
student’s results have not been consistent. Second,
not many studies that tested the effects of
demographic factors related to ethics students.This
research is the development of research Fu (2014),
which examines the ethics of employees whereas in
this study to test the student ethics. In research
Tikollah et al. (2006), Jamaludin & Indriasari
(2011), Simanjorang & Sipayung (2012), the author
adds variable demographic factors. In research
Bieber et al. (2013) the authors take demographic
factors associated with student ethics.
This study aimed to examine the effect of
intellectual intelligence, emotional intelligence,
spiritual intelligence and demographic factors on
student ethics to ethical business management
majors or students of economic faculties of
universities in Batam. Student Ethics is measured by
two indicators that is social ethics in the campus
environment and social ethics outside the campus
and business ethics. Intellectual intelligence is
measured by three indicators that is problem-solving
skills, verbal intelligence, and practical intelligence.
Emotional intelligence is measured by five
indicators that is self-knowledge, self-control, self-
motivation, empathy, and social abilities. Spiritual
intelligence is measured by four indicators that is
flexibility, self-awareness, facing and Exploiting
Suffering, and facing and overcoming feelings of
pain.
The results of this study are expected to provide
the following implications: firstly, the results
obtained can provide empirical evidence regarding
the many factors that affect ethics. Secondly, the
results of this study can provide a view that
intelligence can create a generation of air-ethics
socan be used as teaching materials or seminars on
ethics to young. Thirdly, the results of this study
may provide insight that demographic factors such
as gender, age, employment status, and marital
status may be a factor that affects ethics. Lastly, the
results of this study is expected to be additional
literature for studies related to the student ethics.
ICAESS 2020 - The International Conference on Applied Economics and Social Science
318
2 LITERATURE REVIEW AND
HYPOTHESIS DEVELOPMENT
2.1 Theory of Planned Behaviour
(Theory of Planned Behaviour) /
TPB, Intellectual Intelligence,
Emotional Intelligence, Spiritual
Intelligence
Theory of Planned Behaviour or TPB (Theory of
Planned behaviour) is a further development of the
theory of behaviour Cause or TRA (Theory of
Reasoned Action) by Ajzen & Madden (1986).
Unreasonable behaviour theory further describe the
behaviour that are under the control of the
individual. Theory of Planned behaviour developed
to describe the behaviour that were entirely under
the control of the individual. In essence Theory of
Planned behaviour or TPB (Theory of Planned
behaviour) is based on the assumption that humans
are rational and use information that is impossible
for him to systematically Achmat, 2010). Based on
the theory of planned behaviour, the central factor of
the behaviour of individuals is that the behaviour is
influenced by individual intentions (behavior
intention) to such behaviour (Ajzen, 1991). In
addition, individual behaviour is also influenced by
beliefs (Ajzen, 1991). There are several components
that make up the goodwill and confidence that the
background (background factors), behavioural
beliefs, normative beliefs, and control beliefs.
Attitudes and ethical behaviour is an attitude and
behaviour in accordance with social norms generally
accepted in connection with the actions that are
beneficial and harmful (Griffin and Ebert, 1998). In
addition, according Hastuti (2007) attitudes and
ethical behaviour is one's behaviour or response in
an environment of moral rights and obligations as
well as the values of true or false. According
Komsiyah & Indriantoro (1998) ethics is a behaviour
or rules of behaviour that is accepted and used by an
individual or a specific group. While Mondy (2008)
states that ethics is a discipline with regard to what
is good and bad, right and wrong, or the obligation
and moral responsibility.
According to Sternberg (2008) intelligence is a
person's ability to learn from experience, think use
metacognitive processes, as well as the ability to
adapt to the surrounding environment. Intellectual or
commonly called the intelligence is a person's ability
to think and can be measured by a test called the IQ,
or Intelligence Quotient (Adina, 2015). This is
supported by Azwar (2004) which states that
intelligence is the interpretation of the results of
intelligence tests (intelligence) into numbers that can
be a clue as to the position of a person's level of
intelligence.
Emotional intelligence is the ability to recognize
your feelings, the feelings of others, to motivate
yourself, and the ability to manage emotions
(Goleman, 2005). According Melandy & Aziza
(2006) emotional intelligence can help build a
relationship to happiness and prosperity. This can be
achieved if a person uses emotions in accordance
with the desire and ability to control emotions so as
to provide a positive impact.
Goleman (2001) suggested that there are five
basic skills or dimensions of emotional intelligence,
namely: Self Awareness (Awareness), Self
Management (Full Self), Motivation (motivation),
Social Awareness (Empathy) and Relationship
Management (Social Skills). These things are the
skills of life (life skills more were built by EQ rather
than IQ) (Pasiak, 2006). Opinion was supported by
Goleman (1998) that is based on the calculation of
the ratio of technical skills, IQ, and emotional
intelligence as factors in the performance of good
performance, emotional intelligence proved to be
twice important than the other factors in each level
of work.
Spiritual intelligence is intelligence to face and
solve the problem of meaning values that put the
behaviour and human life in the context of a broader
and richer that allows someone to unite things that
are intrapersonal and interpersonal, as well as
bridging the gap between themselves and others
(Zohar & Marshall, 2002). Zohar and Marshall
(2002) also states that spiritual intelligence is one
determinant of success. Spiritual intelligence is not
synonymous with a formal religion, because the
spiritual intelligence is not organized religion
spirituality (Pasiak, 2006). Therefore, this
intelligence does not belong to one religion (Pasiak,
2006).
2.2 Impact of Intellectual Intelligence
on
Student Ethics
Based on empirical evidence that intellectual
influence a person's attitude. Some researchers are
Jamaluddin & Indriasari (2011), Tikollah et al.
(2006), Agustini & Herath (2013), examines the
effect of intelligence on the ethical attitudes of
accounting students. The results showed that the
positive effect on the intellectual ethics of
accounting students. Other researchers are Agustini
& Herath (2013) and Simanjorang & Sipayung
The Impact of Intellectual Intelligence, Emotional Intelligence, Spiritual Intelligence and Demographic Factors on Student Ethic
319
(2012) examined the effect of intelligence on the
ethical attitudes of students. The results showed that
the intelligence has no effect on the ethics of
accounting students.
Based on the results of previous studies
(Jamaluddin & Indriasari 2011; Tikollah et al., 2006;
Agustini & Herath, 2013) described the writer
berargument that the higher intelligence quotient
will increase a person's attitude or ethical behaviour.
One's own intellectual acumen, will greatly help in
better behaved. With the intelligence of the person
has knowledge that more and will make it tend to
lessen that does not comply with the norms. Based
on these descriptions, the authors propose the
following hypothesis:
H
1
: Intellectual intelligence positively affects
student ethics.
2.3 Impact of Emotional Intelligence
on
Student Ethics
Other factors besides intelligence of emotional
intelligence also affects a person's attitude. Based on
empirical evidence, Fu (2014) examined the effects
of emotional intelligence on the ethical attitudes of
employees working on three Chinese state-owned
enterprises. The results show that emotional
intelligence has positive influence on employee
ethics. In the context of research in Indonesia,
Agustini & Herath (2013) examine the effect of
emotional intelligence on the ethical attitudes of
accounting students, while Simanjorang & Sipayung
(2012) examined the effects of emotional
intelligence to ethics management students. The
results show that emotional intelligence has positive
influence on student ethics.
Other researchers are Tikollah et al. (2006) and
Morrow & Nurhayati (2015) examine the effect of
emotional intelligence on the ethical attitudes of
accounting students. The results show that emotional
intelligence has no effect on student ethics.
Based on the results of previous studies (Fu,
2014; Agustini & Herath, 2013; Simanjorang &
Sipayung, 2012) described the writer berargument
that higher emotional intelligence will improve one's
ethical stance. Emotional intelligence of a person, it
would be greatly helped him in being ethical. With
that intelligence, someone knows how you feel
themselves and others so as to control it properly.
Based on these descriptions, the authors propose the
following hypothesis:
H
2
: Emotional intelligence positively affects
student
ethics.
2.4 Impact of Spiritual Intelligence on
Student Ethics
Other factors besides the intellectual and emotional
intelligence that spiritual intelligence also affects a
person's attitude. Based on empirical evidence,
Simanjorang & Sipayung (2012) examined the effect
of spiritual intelligence to the ethics of Management
students, while Agustini & Herath (2013) examine
the effect of spiritual intelligence to the ethical
stance S1 Accounting student. The results showed
that the spiritual intelligence positively affects
student ethics. Other researchers are Tikollah et al.
(2006) examined the effect of spiritual intelligence
to the ethical attitudes of accounting students. The
results showed that the spiritual intelligence does not
affect the student ethics.
Based on the results of previous studies
(Simanjorang & Sipayung, 2012; Agustini & Herath,
2013) described the writer berargument that the
better a person's spiritual intelligence then ethics is
also getting better. Spiritual intelligence one has, will
greatly help in being ethical. The intelligence can
make a person knows well the moral values that
dbutuhkan in life so that they can control the attitude
based on these values. Based on these descriptions,
the authors propose the following hypothesis:
H
3
: Spiritual intelligence positively affects
student
ethics.
2.5 Influence of Demographic Factors
against Student Ethics
Other factors besides intellectual, emotional
intelligence and spiritual intelligence that
demographic factors also influence a person's
behavior. Based on empirical evidence, Bieber et al.
(2013) examined the effect of gender on the
perceptions of students about ethics. The results
show that gender affects students' perceptions
related to the ethics of information technology.
Torgler (2006) examined the effect of gender on the
compliance of tax morale. The results show that
women are more obedient to the rules as compared
to men.
Akbar (2009) examined differences in the
application of the accounting profession ethics based
on gender. The results show that there are
differences in the application of the accounting
profession ethics between male students and female.
Mulyani (2015) examine the effect of gender on the
perception of ethical accounting students. The results
show that far more men than women behave
ICAESS 2020 - The International Conference on Applied Economics and Social Science
320
ethically. Hutahahean & Hasnawati (2015) examine
the effect of gender on the ethical behavior of future
accountants, and the results showed that gender had
no effect on ethical behavior.
Based on the description of the results of
previous research (Bieber et al., 2013; Torgler, 2006;
Akbar, 2009) visible differences between attitudes or
behaviors between women and men. Author
berargument that female students tend to be more
ethical than men. Based on these descriptions, the
authors propose the following hypothesis:
H
4a
: Female students are more ethical than male
students.
Fu (2014) found results that age of employees in
the company in China had a negative influence on
the ethical attitudes of employees. Torgler (2006)
examined the effect of age on the ethical / moral
taxes, and the results showed that the higher the
person's age will increase its adherence to ethical /
moral taxes. Bieber et al. (2013)examine the
influence of age the perception of students about
ethics, and the results showed that age affects
students' perceptions related to the ethics of
information technology. Damayanthi and Juliarsa
(2016) examined the influence of age on unethical
behavior accountant. The results showed that age
was not statistically affect the unethical behavior of
accountants.
Based on the results of previous studies (Fu,
2013; Torgler, 2006; Bieber et al., 2013) Described
the writer berargument that influence a person's age
in attitude and take a decision. The more mature a
person's age tend to make cautious in action and take
a decision. Based on these descriptions, the authors
propose the following hypothesis:
H
4b
: Students who behave ethically more mature
age
compared with younger students. Mulyani (2015)
examines the effect of status of work on the
perception of ethical accounting students. The result
showed that employment status has no effect on the
ethical behavior of students. Bieber et al. (2013)
examine the effect of employment status on
perceptions of students about ethics. The results
show that students who work less behave ethically.
Based on the results of previous studies
(Mulyani, 2015; Lai and Tan, 2009) described the
writer berargument that person's job status can also
be influenced in being ethical. Based on these
descriptions, the authors propose the following
hypothesis:
H
4c
: Students work being ethical than the other
students.
Torgler (2006) examined the status of marriage
and found that people who are married are more
obedient to the rules than the unmarried.The
results show that students who are married are less
behave ethically. Based on the results of previous
studies (Torgler, 2006) described the writer
berargument that the marital status of a person can
also be
influenced in being ethical. Based on these
descriptions, the authors propose the following
hypothesis:
H
4d
: Students who have been married more
being
ethical than the other students.
Based on the description that has been described
above, the model of this study are as follows:
Figure 1 Research Model Intellectual Intelligence,
Emotional Intelligence, Spiritual Intelligence and
Demographic Factors
3 METHOD, RESULT AND
DISCUSSIONS
The method used in this study is a quantitative
approach. This study uses primary data, the data is
collected through a questionnaire that has been
developed by Jamaluddin & Indriasari (2011),
Pradipta (2012), zakiah (2013), Tjun et al. (2009),
Pasek (2015), Lai and Tan (2009), and Bieber et al.
(2013). The location of this research is done in
universities in Batam. The object of this study is an
active student studying at universities in Batam.
Data on college be obtained from the website disdik-
kepri.com, forlap.dikti.go.id and through the official
website of the college.
The dependent variable of this study is the
Student Ethics. Student Ethics variables measured in
two dimensions or indicators of etiquette on campus
and off campus etiquette and business ethics. The
The Impact of Intellectual Intelligence, Emotional Intelligence, Spiritual Intelligence and Demographic Factors on Student Ethic
321
independent variable of this research is the variable
that is measured intellectual with three dimensions
or indicators of problem-solving skills, verbal
intelligence, and practical intelligence. Emotional
intelligence variables measured by the five
dimensions or indicators of self-knowledge, self-
control, self-motivation, empathy and social skills.
Spiritual intelligence variable measured by the four
dimensions or indicators such as being flexible, self-
awareness, deal with and exploit the suffering, and
confront and transcend pain. Dimensions or
indicators are measured using a 5-point Likert scale.
Demographic factors measured by the four
dimensions or indicators of gender, Age,
employment status and marital status. Dimensions
or indicators are measured using dummy variables.
The research instrument used in this study was
a questionnaire adopted from Jamaluddin &
Indriasari (2011), Pradipta (2012), zakiah (2013),
Tjun et al. (2009), Pasek (2015), Lai and Tan (2009),
and Bieber et al. (2013), This questionnaire includes
variables ethical, intellectual, emotional intelligence
and spiritual intelligence as measured by a Likert
scale which is an interval data. The fourth variable is
measured by the 84 questions consisting of 15
questions for variables ethics, 10 questions for the
variable intellectual, 50 questions for the variables
of emotional intelligence and spiritual 9 questions
for variables.
In this study the sampling technique used was
purposive sampling technique. The criteria used in
the study is a sampling:
1) Students majoring in business management or
economics faculty who actively studied in
college in Batam, namely Batam Polytechnic,
University of Batam, Riau Islands University
and the International University of Batam.
2) Students who are or have obtained ethics courses.
This study uses data collection techniques with
survey technique is by distributing questionnaires to
the respondents in the research samples. Distributing
questionnaires done in 2 ways: first, for distributing
paper questionnaires directly to the respondents, the
authors came directly to the respondent and wait for
the results. Second, the distribution of the
questionnaire by filling the form Google link by
sending a message containing a link questionnaires
via social media. Distributing questionnaires in
many ways is more able to facilitate the collection of
data and can also save time. The collected data will
be tabulated and the only data that qualify are
processed further.
3.1 Validity Test and Reliability
The test results showed that the dependent
variable is the ethics contained invalid 1 question ie
the question item number 1. This is because the
value of r count on an item to question number 1 is
smaller than r table value that is equal to 0,201
<0.2483. Therefore, the question in item number 1 is
issued so that there are 14 items that meet the
standards of validity and are used as a research
instrument to measure the dependent variable is
ethics.
The test results indicate that the independent
variable is the intellectual of all items declared
invalid question. This is evidenced by the value of r
count larger than the value of r table on each item
the question. Therefore, all items of questions as
many as 10 questions on intellectual intelligence
variable meets the standards of validity and can be
used as a research instrument to measure variables
intellect.
The test results showed that the value of
Cronbach Alpha on all the variables value is greater
than 0.6, it can be concluded that all of the items in
question this research variables are reliable. This
means that the variables in this study can be trusted
reliability and can be reused in the study hereinafter
the same discussion.
3.2 Characteristics of Respondents
Respondents in this study were students majoring in
business management or economics faculty who
actively studied in college in the city of Batam.
Method distributing questionnaires in two ways:
first, directly by visiting and distributing
questionnaires in hard copy to the respondent and
the second, using google link form that is spread
through social media. Method distributing
questionnaires directly as many as 894 copies of
questionnaires, from the deployment of
questionnaires collected 870 questionnaires, but
there are 68 questionnaires were not filled
completely so that the total collection of
questionnaires directly as many as 802
questionnaires. Moreover, method distributing
questionnaires through a google form and collected
18 questionnaires.
Authors distribute questionnaires to several
public and private universities in Batam with the
provisions have departments of business
management or economics faculty of an accredited
minimum of B. The first deployment is done in
Batam Polytechnic authors distribute as many as 615
ICAESS 2020 - The International Conference on Applied Economics and Social Science
322
questionnaires and collected 507 questionnaires were
obtained from the direct deployment and 108
questionnaires obtained from Google link form. The
second deployment, the University of Batam authors
distribute 128 questionnaires and collected 109
questionnaires were obtained from the direct
deployment as well as the 19 questionnaires
obtained from Google link form. Third deployment,
in Batam International University authors distribute
118 questionnaires and collected 84 questionnaires
were obtained from the direct deployment as well as
the 34 questionnaires obtained from Google link
form.
Before performing data processing, the data is
checked first whether it has a data outlier. Outlier
data is data that has unique characteristics that look
very different from other observations and appeared
in the form of extreme values (Ghozali, 2011).
Outlier detection is done by determining the limit
values would be categorized as a data outlier, by
converting the data values into the z-score. Outlier
data can be solved by eliminating the method
(Ghozali, 2011). In this study if z-score value is
greater than +4 and smaller than -4 (-4 Z +4)
then expressed as a data outlier. After performing
data processing for detecting the presence of data
outliers, the results indicate that there are two data
that have a critical value, but the author had decided
to incorporate that data in a data processing because
the value is still close to the limits specified value.
Thus the total of data that can be used for as many
as 989 if the data is the questionnaire data.
Table 1 Descriptive Statistics Analysis Results
Source: The data was processed with SPSS V.17
Based on table 1 above, the test results show that
the ethics variable has a value score of a minimum
of 32 and a maximum score of 70. The average value
of ethics at 57.23 with a standard deviation of
values 5.016. Variable intellect has a value score of
a minimum of 22 and a maximum score of 50. The
average value of intellectual 37.19 with a standard
deviation of 4.375.
Emotional intelligence has a score of a minimum
of105 and a maximum score of 167, average value
of emotional intelligence124.82 with a standard
deviation of 10,002. Spiritual intelligence variable
has a value score of a minimum of 21 and a
maximum score of 45, average value of spiritual
intelligence35.27 with a standard deviation of 4.574.
The next independent variable is the
demographic factors were measured using four
variables: gender, age, employment status and
marital status. The fourth variable demographic
factors were measured by using dummy variables.
Based on table 4.2 above, the first Demographic
factors measured by gender. For the gender variable
is given a value of 1 if the gender of Women, and 0
if the male gender. Respondents with male gender
there were 260 respondents (26.3%), while
respondents with female gender there were 729
respondents (73.7%).
Table 2 Descriptive Statistics Analysis Results
Demographic Factors
The second demographic factors measured by
age, divided into four groups. For the variables age,
age is given a value of 1 if aged 21 years to 25 years,
given the value of 2 if aged over 25 years to 30
years, given the value 3 if aged over 30 years, was
given a value of 0 if aged <21 years. Respondents
under 21 years of age there were 495 respondents
(50.1%), people aged 21 to 25 years there were 473
respondents (47.8%), people aged over 25 years to
30 years there were 20 respondents (2.0%), while
respondents with more than 30 years of age there are
as many as one respondent (0.1%).
The third demographic factor measured by
employment status. Variable job status is divided
into two does not work and work. For variable
employment status is given a value of 1 if it is
working, and 0 if it does not work. Respondents with
employment status does not work there are as many
as 583 respondents (60.2%), while respondents with
the status of a job working there were 406
respondents (39.8%).
The Impact of Intellectual Intelligence, Emotional Intelligence, Spiritual Intelligence and Demographic Factors on Student Ethic
323
The fourth demographic factors measured by
marital status. Marital status variables divided into
two unmarried and married. For marital status is
given a value of 1 if already married, and 0 if not
married. Respondents with marital status is not
married as many as 890 respondents (89.9%), while
respondents with marital status married there as
much as 99 respondents (10.1%).
3.3 Hypothesis Test Results
3.3.1 The Impact of Intellectual Intelligence
on Student Ethics
Hypothesis testing results show the value of the
coefficient of determination (R2) of 0.238, which
means that the relative contribution given by a
combination of variables intelligence (X1) to ethics
(Y) is 23.8%, while the remaining 76.2% is
influenced by other variables, Hypothesis one (H
1
),
which states that intelligence positively affects
student ethics supported at a significance level of
1% as seen from the p-value of 0.000 <0.01 by t
values of 11.161 and the coefficient value of 0.000
(positive). Based on the results describedcan be
concluded that intelligence positively affects student
ethics, This means that the higher intelligence
quotient will increase a person's attitude or ethical
behavior, Based on the results described it can be
concluded that the hypothesis (H
1
) is
supported.Testing the hypothesis one shown in
Table 3. The author has done classical assumption
in these results. Test for normality using
Kolmogorov- Smirnov test obtained value of 0.393
show values greater than 0.05, which means that the
data are normally distributed. VIF value of 1.000
indicates a smaller value of 10.00, which means that
regression in this study did not happen
multikolinieritas. Glejser test value of 0.312
indicates that the value is greater than 0.05, so it
can be stated that regression in this study did not
happen heteroskedastisitas. Based on the results
described can be concluded that
the results of testing
the
hypothesis (H
1
), (H
2
), (H
3
), (H
4
) is free from
classical assumptions.
Table 3 Hypothesis Test Results Effect of Intellectual
Intelligence, Emotional Intelligence, Spiritual Intelligence
and Demographic Factors against Student Ethics.
Source: Data processed by SPSS V.17
Statistical test results showed that hypothesis
(H
1
) intelligence positively affects student ethics.
The higher intelligence quotient will increase one's
ethical stance. This means that the hypothesis
(H
1
)
of the supported with intellectual person has
more knowledge and will make it tend to lessen that
does not comply with the norms. Thus, the factor of
intelligence measured through indicators problem-
solving skills, verbal intelligence, and practical
intelligence is a factor that will affect student ethics.
The results are consistent with research
conducted by Jamaluddin & Indriasari (2011) which
states that intellectual acumen positive influence on
the ethics of accounting students. Another study by
Tikollah et al., (2006) showed similar results stating
that intellectual effect on the ethical attitudes of
accounting students. Additionally, Agustini &
Herath (2013) also states that intellectual significant
positive effect on the ethical attitudes of students S1
Accounting Ganesha Education University
Singaraja.
3.3.2 The Impact of Emotional Intelligence
on Student Ethics
Statistical test results showed in Table 3 that the two
hypotheses emotional intelligence positively affects
student ethics. The higher emotional intelligence will
improve one's ethical stance. This means that
the
hypothesis of two (H
2
) supported, individual's
emotional intelligence will greatly help in being
ethical. Thus, emotional intelligence factors are
ICAESS 2020 - The International Conference on Applied Economics and Social Science
324
measured through indicator sself-knowledge, self-
control, self-motivation, empathy and social skills is
a factor that will affect student ethics.
The results are consistent with research
conducted by Simanjorang & Sipayung (2012) which
states that emotional intelligence is a positive
influence on the ethics of management students.
Another study by Fu (2014) shows that emotional
intelligence has positive influence on employee
ethics, Additionally, Agustini & Herath (2013) also
states that emotional intelligence is significant
positive effect on the ethical attitudes of students S1
Accounting Ganesha Education University
Singaraja.
3.3.3 The Impact of Spiritual Intelligence on
Student Ethics
Statistical test results showed in Table 3 that the
three hypotheses spiritual intelligence positively
affects student ethics. The better the individual's
spiritual intelligence then also getting good ethics.
This means that the hypothesis of three supported,
with spiritual intelligence person knows well the
moral values that needed in life so that they can
control the attitude based on these values. Thus, the
factor of spiritual intelligence is measured through
indicatorsbeing flexible, self-awareness, deal with
and exploit the suffering, and confront and transcend
the pain is a factor that will affect student ethics.
The results are consistent with research
conducted by Simanjorang & Sipayung (2012)
which states that spiritual intelligence positively
affects student ethics management. Another study by
Fu (2014) shows that emotional intelligence has
positive influence on employee ethics, Additionally,
Agustini & Herath (2013) also states that spiritual
intelligence positive influence on the ethics of
accounting students.
3.3.4 The Impact of Demographic Factors
on Student Ethics
Demographic factors in this study are gender, Age,
employment status and marital status. The author
tested using one way ANOVA test to determine first,
whether there is a difference between women and
men - men in being ethical. Second, is there a
difference in the level of the age of a person in being
ethics. Third, is there a difference between students
who already work with students who do not work in
ethics. Fourth, is there a difference between students
who are married with unmarried students in being
ethics. Result of homogeneity test and test are
presented in tables 4.4 and 4.5 as follows
Table 4 Demographic Factors Homogeneity Test Results
(Levene's Test of Quality of Error Variances)
VARIABLE F SIG
Gender 092 0.762
2,
Age 150 .117
0,
Job Status 084 0.772
1
Marital Statu 109 0,293
Source: Data processed by SPSS V.17
The Impact of Gender on Student Ethics.
Statistical test results showed table 4 and 5 that a
hypothetical four more female students than students
behave ethically men - men. Students are more likely
to behave ethically women than men. This
means
that a hypothetical four (H
4a
) supported,
visible
difference in attitude or behavior between women
and men.
The results are consistent with research
conducted by Bieber et al., (2013) stating that gender
affects students' perceptions related to the ethics of
information technology. Another study by Torgler
(2006) show that women are more obedient to the
rules as compared to men. Moreover, Akbar (2009)
found that women are better results in view of
unethical behavior when faced with an ethical
dilemma situation of the male students.
The Impact of Age on Student Ethics.
Hypothesis
four
b (H
4b
) states that more mature
age students
who behave ethically compared with younger
students. Based on table 5 above, it is known that p-
value> 0.05 is equal to 0.117> 0.05, meaning that
age group had the same variant, then performed the
ANOVA test. Based on table 4.7 above, namely the
value of ANOVA test 1,367 <2.300, meaning that
there is no difference in the level of a person's age in
being ethical.
Statistical test results showed in Table 4.3
that the hypothesis of four b the person's age has no
effect on the ethical stance. It can be concluded that
the hypothesis of four b (H
4b
) are not supported.
This means namely the more mature age students
will be more ethical in the act not supported. The
results are consistent with research conducted by
Damayanthi and Juliarsa (2016) which showed that
that age was not statistically affect the unethical
behavior of accountants.
The Impact of Student Employment Status on
Ethics.
Hypothesis four c (H4c) states that Students
The Impact of Intellectual Intelligence, Emotional Intelligence, Spiritual Intelligence and Demographic Factors on Student Ethic
325
work being ethical than the other students. Based on
tablem5 above, it is known that p-value> 0.05 is
equal to Another study by Bieber et al. (2013)
showed that students who work less behave
ethically.
Table 5 Hypothesis Test Results Demographic Factors
(result One Way Anova)
VARIABLE F SIG
Gender 10.80 2,300
Age 1,367 2,300
JobStatus .783 2,300
Marital
Statu
.090 2,300
The Impact of Student Marital Status on
Ethis.
Hypothesis four d (H
4d
) states that married students
being more ethical than the other students. Based on
table 4 above, it is known that p-value> 0.05 is equal
to 0.293> 0.05, meaning that the marital status
groups have the same variance, then performed the
ANOVA tests. Based on table 4.5 above, namely the
value of ANOVA test 0.090<2.300, meaning that
there is no difference in marital status of a person in
being ethical. It can be concluded that the hypothesis
of four d (H
4d
) is not supported.
in being ethical. It
can be concluded that the hypothesis of the four c
(H4c) are not supported, namely students who work
more than students behave ethically morenot
supported. One's job status did not influence it in
being ethical. The results of this study are supported
by research conducted Mulyani (2015) which states
thatemployment status does not affect the ethical
behavior of students.
Statistical test results showed that the hypothesis
of four d a person's marital status had no effect on
the ethical stance. This means that the hypothesis of
four d (4d) is married students behave more ethically
than the other studentsnot supported. Marital status
does not influence a person in being ethical. The
results of this study are supported by research
conducted Bieber et al. (2013) whichshows that
students who are married are less behave ethically
0.772> 0.05, meaning that employment status groups
have the same variance, then performed the
ANOVA test. Based on table 4.7 above, namely the
value of ANOVA test.783<2.300, meaning that there
is no difference in the employment status of a person
4 CONCLUSIONS
This study aimed to examine the effect of
intellectual, emotional intelligence, spiritual
intelligence and demographic factors to ethical
business management majors or students of
economic faculties of universities in Batam. Based
on the discussion that has been described, it can be
concluded as follows: firstly, Intellectual intelligence
positively affects student ethics. The positive
influence means thatthe higher intelligence quotient
will increase one's ethical stance. Secondly,
Emotional intelligence positively affects student
ethics. The positive influence means thatthe higher
the emotional intelligence will improve one's ethical
stance. Thirdly, Spiritual intelligence positively
affects student ethics. The positive influence means
thatthe better the person's spiritual intelligence then
ethics is also getting better. Lastly, Demographic
factors positively affects student ethics as measured
by gender, while the demographic factor as
measured by age, employment status and marital
status did not affect the student ethics.
The author found some limitations to this study
that would require improvement and development in
future studies. Some limitations are as follows:
Firstly, in this study only conducted questionnaires
to the four universities in Batam. This is because the
author uses the criteria of universities have
departments of business management or economics
faculty with minimal accreditation B. In addition,
the authors use a sampling technique purposive
sampling with criteria for students majoring in
business management or economics faculty.
Secondly, in this study the demographic factor
variables measured only using four factors: gender,
age, employment status and marital status. Lastly, in
this study the authors only measure variables
intelligence, emotional intelligence, spiritual
intelligence and demographic factors on student
ethics.
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