This study aims explore the process of development of GIFTED motivational module using the Design and Development Research (DDR) approach using the ADDIE Model. The development of the GIFTED motivational module for social issues involves the issues of perfectionism, social anxiety and overexcitabilities. Based on the analysis report on the need for perfectionism issues, social anxiety and overexcitabilities are three most common issues experienced by talented students. It is important to address the socio-emotional gap that occurs among these gifted and talented students by developing an intervention module to address this issue. The design and development of this module used the ADDIE approach because the ADDIE model is a systematic model based on a well-defined implementation strategy that can provide good input to the instruction module. The ADDIE model has also been widely used and is ideal as a basis for the development of the GIFTED module. The ADDIE model consists of five phases namely; a) analysis, b) design, c) development, d) implementation e) evaluation. The results of this five-phase study have established a strong motivational module with expert consent as well as a high validity and reliability. Furthermore, in each phase there is an enhancement process for modifying the module to achieve the planned objectives. The final evaluation results of this module prove that this module can assist the process of socio-emotion competence for gifted and talented students.

Overexcitabilities is a special trait in gifted and talented students but is rarely known to the general public. This overexcitabilities is one of the socioemotional issues faced by gifted and talented students. The concept of overexcitedness has come to be known in the field gifted and talented and has a great impact on the self-development and future of the students. A survey was conducted using the Overexcitability Survey (II) instrument to measure the overexcitabilities of these gifted and talented students. Previous researchers agree that the Overexcitability Survey (II) is also suitable to be used in identifying gifted and talented individuals. The Overexcitability Survey (II) has five sub constructs: emotional dimension, imagination, intellectual, psychomotor and sensory. The findings of the study among high school students (n = 40) in gifted and talented schools in Negeri Sembilan showed that gifted and talented students had the highest score for intellectual constructs (mean = 3.54) and followed by sensory (mean = 3.51), imagination (mean = 3.45), emotion (mean = 3.40) and psychomotor (mean = 3.40). This study also goes through the Positive Disintegration Theory by Dabrowski that gifted and talented students are able to excel and strive to overcome their weaknesses in order to succeed if they are able to adapt to the uniqueness of the over excitabilities. The knowledge of this over excitabilities is necessary to help the excellence of gifted and talented students. ABSTRAK Keterujaan luar biasa merupakan satu keistimewaan yang ada pada pelajar pintar dan berbakat namun jarang diketahui oleh masyarakat umum. Keterujaan luar biasa ini merupakan salah satu isu sosioemosi yang dihadapi oleh pelajar pintar berbakat. Konsep keterujaan luar biasa ini mula dikenali di dalam bidang pintar dan berbakat dan memberikan impak yang besar dalam perkembangan diri serta masa depan pelajar. Kajian tinjauan telah dilakukan menggunakan instrumen Soal Selidik Keterujan Luar Biasa (II) bagi mengukur keterujaan luar biasa pelajar pintar dan berbakat ini. Pengkaji-pengkaji yang lepas bersetuju bahawa Soal Selidik Keterujan Luar Biasa (II) ini juga sesuai untuk digunakan bagi mengenal pasti individu pintar dan berbakat. Soal Selidik Keterujan Luar Biasa (II) mempunyai lima sub konstruk iaitu dimensi emosi, imaginasi, intelektual, psikomotor dan sensori. Hasil dapatan kajian dalam kalangan pelajar sekolah menengah (n=40) di sekolah pintar dan berbakat di Negeri Sembilan ini menunjukkan pelajar pintar dan berbakat mendapat skor tertinggi yang signifikan bagi sub konstruk intelektual iaitu (min=3.54) dan diikuti sensori (min=3.51), imaginasi (min=3.45), emosi (min=3.40) dan psikomotor (min=3.40). Kajian ini juga melalui Teori Disintegrasi Positif oleh Dabrowski menunjukkan pelajar pintar dan berbakat mampu melonjak cemerlang dan berusaha mengatasi kelemahan diri untuk berjaya jika mereka mampu menyesuaikan diri dengan keunikan keterujaan luar biasa yang dianugerahkan. Pengetahuan tentang keterujaan luar biasa ini perlu bagi membantu kecemerlangan pelajar pintar dan berbakat.

Early teenager is a stage to develop individual interest, skills, and preferences which are salient for the future. An enrichment programme is one of the approaches to disclose teenager’s interest. This study aims to identify the effectiveness of Halal Action for Young Scientists Camp as an enrichment programme for secondary school students. A week-long camp were administered by Kolej PERMATA Insan USIM to expose ‘halal’ and ‘thoyyib’ education with scientific analysis. In addition, this study also identifies the elevation of science interest through five modules that were exposed through this camp. A survey was given to obtain the overall feedback of the camp including trainers, modules and facilities. Participants in this study were 22 students in total from various secondary schools in Malaysia who participated in the camp. The data analysis was calculated using descriptive and Correlation test. The results of data processing shows that this camp was suitable as an enrichment programme through five related modules. Most of the students have deepened their interest in science after participating in this camp.

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The clients in this study were a group of smart and talented students (GTS) who experienced social and emotional problems. The social and emotional issues of these students are stem from the psychological and physiological factors of themselves such as asynchronous development, perfectionistic attitudes and had high expectations from society. In addition, GTS also has special characteristics such as having a high level of cognitive ability, creativity, and high imagination. Such characteristics have indirectly weakened their ability to make decisions as well as resilience. Therefore, a group of GTS were given an intervention using Cognitive Behavioral Play Therapy Module (CBPT Module) which has elements that suit their unique characteristics. After the intervention was conducted for 6 sessions, these students were able to improve decision-making ability as well as resilience. Abstrak Klien dalam kajian ini adalah sekumpulan pelajar pintar dan berbakat (PPB) yang mengalami isu sosial dan emosi. Isu sosial dan emosi pelajar ini berpunca faktor psikologi dan fisiologi PPB itu sendiri seperti ketidakselarasan perkembangan, sikap kesempurnaan melampau dan juga ekspektasi yang tinggi daripada masyarakat. Selain itu, PPB juga merupakan ciri unik seperti memiliki tahap kognitif tinggi, kreatif dan daya imaginasi yang tinggi. Ciri-ciri tersebut secara tidak langsung telah menggugat keupayaan mereka untuk membuat keputusan dan juga berdaya tahan. Oleh yang demikian, sekumpulan pelajar ini telah diberi intervensi menggunakan Modul Terapi Bermain Kognitif Tingkah laku (Modul TBKT) yang memiliki elemen yang selari dengan ciri unik mereka. Setelah intervensi dijalankan sebanyak 6 sesi, pelajar-pelajar ini berkeupayaan meningkatkan keupayaan membuat keputusan dan juga daya tahan.