The Effect of Social Intelligence and Adversity Intelligence of Students on Videographic Creativity

. Humans, since time immemorial, have carried out creativity. Without creative people, maybe the world would not be as it is now. Everyone has a fantastic gift for creativity. Everyone has the cultivation and development of creativity, but it needs to be identified and stimulated. This study aims to reveal the Effect of Social Intelligence and Adversity Intelligence of Students on Videographic Creativity. This study uses a type of quantitative research with a survey approach. The population of this study was all students at public and private vocational high schools (SMK) in the cities of East Jakarta and Bekasi. The sampling technique uses stage random sampling. Research data were obtained from social intelligence instruments, adversity intelligence instruments and videographic creativity instruments. Before being used to collect research data, the device was tested for the validity and reliability of the instrument. Data analysis using regression analysis. Conclusion: 1) Social Intelligence has a direct positive effect on videographic creativity. 2) Social Intelligence directly affects Adversity Intelligence. 3) Adversity intelligence has a direct positive effect on videographic creativity.


INTRODUCTION
The Vocational High School Television and Film Broadcasting Expertise Program (Broadcasting) is a level of education that requires maturity of ideas and creativity in every lesson.Learning uses a project system where students are asked to design concepts for a video [1].This is because the Vocational High School Expertise Program is closely related to presenting broadcasts and films that must be acceptable to the public.One can be conveyed through video capture techniques (videography) [2].However, because teaching in the classroom still tends to use lectures, it is difficult for students to express ideas and develop creativity in the given project [3].In taking a video, the involvement of various aspects of intelligence is needed to get the depth of the meaning of video art [4].
Authors [5] suggest an interaction effect between learning approaches, emotional intelligence, adversity, and social learning outcomes.This also refers to the opinion [6] that IQ determines 20% of success in learning while the other 80% is determined by factors including emotional, social, and adversity intelligence.Different types of intelligence also support emotional intelligence in humans, including AQ (Adversity Quotient Intelligence).Adversity Quotient Intelligence measures the ability to face difficulties in life [7].Related to creativity in videography, this intelligence is essential to improve because ideas are not always easy to find.Therefore, the resilience to consistently find ideas and develop them until they become the expected output is essential.The author [8] introduces the LEADS chain theory and the three pillars in building an Adversity Quotient which can change thinking habits and serve as a framework for measuring and improving responses to experienced events, as well as improving performance, which will enhance personal and professional effectiveness, which is a combination of reactions from cognitive psychology, psychoneuroimmunology, and neurophysiology together to form AQ [9].Stolz's synthesis of the theory can be translated into life to under-stand how to predict performance, empower, and determine productivity and expectations.Social intelligence will support students in getting used to seeing interactions in a social environment so that they can know what kind of videos are acceptable to the community and benefit the surrounding environment.Social intelligence is also related to how students can communicate, build, and maintain relationships with various parties in an effective way [10].Students with high social intelligence will be able to understand the feelings and desires of other people, accept other people's opinions, and adapt to various social situations [11].That way, students who have this intelligence can implement it in the videos they make, for example, sensitivity to social feelings with others, how to understand social situations and convey them to the audience, and can present ways that can attract the sympathy of others until they are finally able to get the contents of the videos they make.Through social intelligence, students can develop effective communication, which is considered one of the competencies that supports success because it can convince others of the work created.

METHOD
The research method used in this study is a survey method.The population of this study was all students at public and private vocational high schools (SMK) in the cities of East Jakarta and Bekasi.The sampling technique used is random sampling.The time for this research will be carried out in odd semesters of the 2021-2022 school year, March to December 2021, to be precise.The research data was obtained from the social intelligence instrument, the adversity intelligence instrument and the videographic creativity instrument.Before collecting research data, the tool was first tested in the population but outside the research sample to test its validity and reliability.The analysis technique used is the regression analysis technique.This study aims to reveal a) the effect of social intelligence on videographic creativity, b) the effect of social intelligence on adversity intelligence, and c) the effect of Adversity Intelligence on videographic creativity.

RESULTS AND DISCUSSIONS
The Effect of Social Intelligence on Videographic Creativity.The effect of social intelligence X1 on videographic creativity Y is processed using SPSS 20 with the following research results.The path coefficient X1 to Y in Table 3 = 0.731.The hypothesis to be tested is H0: γ22 ≤ 0; H1: γ22 > 0.
From Table 3, the price is t0 = 16.591 and p-value = 0.000/2 <0.05 or H0 is rejected.Thus, the Social Intelligence variable X1 directly affects video graphics creativity Y. Thus, the study's first hypothesis is supported by empirical data.
The Effect of Social Intelligence on Adversity Intelligence.The Effect of Social Intelligence X1 on Adversity Intelligence X2 was processed using SPSS 20 with the following research results.Notes: Constant -Social Intelligence.Notes: Dependent Variable -Adversity Intelligence From Table 4, the coefficient of determination R 2 of 0.548 means that 54.8% of the Adversity intelligence variable X2 variability can be explained by the social intelligence variable X1, so that error = 1-R 2 = 1-0.548= 0.452 ≈ 0.10.Notes: Constant -Adversity Intelligence.Notes: Dependent Variable -Videography Creativity.

Based on the analysis results in
From Table 7, the coefficient of determination R 2 of 0.872 means that 87.2% of the variability of the video graphics creativity variable Y can be explained by the Adversity intelligence variable X2, so that error = 1-R 2 = 1-0.872= 0.128 ≈ 0.10.
From Table 9, the price is t0 = 40.370and p-value = 0.000/2 <0.05 or H0 is rejected.Thus, the Adversity Intelligence variable X2 directly affects video graphics creativity Y. Therefore, the third hypothesis of the study is supported by empirical data.
Students with high social intelligence also tend to be more creative in making videographic works.Students' ability to interact and collaborate with others can help them broaden their horizons and innovative ideas.In addition, students with high adversity intelligence also tend to be more creative in making videographic works.
Students' ability to overcome challenges and obstacles in making videographic works can strengthen their creative skills.In the context of videography, previous research supports the findings that students' emotional, social, and adversity intelligence can influence their creativity in making videographic works.For example, research conducted by [12] showed that emotional intelligence can predict creative abilities in making decisions in filmmaking.Another study by [13] showed that social intelligence also plays a vital role in increasing students' creativity in making short films.Meanwhile, research by [14] shows that adversity intelligence can improve students' creative abilities in overcoming technical problems in making videographic works.
Research [15] showed that the emotional quotient (EQ) variable positively affects students' mathematics learning achievement.However, the development of students' EQ is still lacking.This can be seen from the data on the EQ level of students in the medium category.
This certainly needs to be paid more attention to by educators because EQ influences mathematics learning achievement so that in the future, the learning achievement of students belonging to the low category can be further improved.The adversity quotient (AQ) variable does not directly affect students' mathematics learning achievement.The absence of the influence of AQ is suspected because students still have difficulty dealing with the problems they face when learn-ing in class.This can be seen from the descriptive analysis data on the AQ questionnaire of students who have an AQ level in the camper category, which is, according to [8], students who are in the camper category still tend to be quickly satisfied with the learning outcomes they achieve, not trying as much as possible to achieve even better results, whatever results they obtain they will accept these results.So that students will be challenged to develop in the learning process or their learning outcomes.

CONCLUSIONS
This research can be concluded as follows: a) Social Intelligence X1 directly affects videographic creativity Y. Thus, empirical data support the first research hypothesis.
b) Social Intelligence X1 has a direct positive effect on Adversity Intelligence X2.Thus, the second research hypothesis is supported by empirical data.
c) Adversity intelligence X2 has a direct positive effect on videographic creativity Y. Thus, empirical data support the third hypothesis of the study.

Table 1 -
SPSS model summary test results Notes: Constant -Social Intelligence.

Table 2 -
ANOVA Analysis Result

Table 3 -
SPSS test results

Table 4 -
SPSS model summary test results

Table 6 -
SPSS test results

Table 7 -
SPSS model summary test results

Table 8 -
ANOVA Analysis Result

Table 9 -
SPSS test results