An Application of the Sidek Module Development in Rebt Counseling Intervention Module Design for Orphans

Development of Rational Emotive Education Module for Stress Intervention of Malaysian Boarding School Students

“…Not only did the present REE module have high content validity, but the results also showed that the reliability coefficient was considerably high. Similar to previous studies carried out by Said et al (2017), Talib et al (2015), Zuki and Hamzah (2014), Madihie and Noah (2013), Jaamat (2010), Kamaruddin (2005), and Ahmad (2002) who also obtained the acceptable validity and reliability when testing their modules by using SMDM procedures, the SMDM was proven to be useful to be applied in developing the module for different populations. Considering the empirical evidence on the development of REE module which has validity and reliability, there is a reason to believe the SMDM is appropriate and can be used in the module development process because its characteristics are integrated and systematic.…”

“…Hence, the justification for using this is because SMDM is the only procedure that is considered as an integrated and comprehensive model which has specific and systematic steps in developing the module and testing its validity and reliability (see Figure 2) among other models of module development. In fact, the SMDM model has been adopted in many studies, for instances, to develop a module for employees' stress management (Jalil, 2017), mindfulness module (Said, Baharom, Hamilin, Madihie, & Yusoff, 2017), students' career exploration module (Talib, Mohamad, & Wahab, 2015), an integrated holistic teaching guide module (Zuki & Hamzah, 2014), a module for orphans' counseling intervention (Madihie & Noah, 2013), students' career development module (Jaamat, 2010), peer guidance module (Kamaruddin, 2005), and a module for students' motivation (Ahmad, 2002). Thus, the REE module development must conform to the rigorous standards and procedures laid down by the SMDM.…”

Module Development Models For Developing the Career Readiness-Personality (Cr-P) Module

“…In conclusion, this study has developed a Career Readiness-Personality (CR-P) Module based on the Sidek Module Development Model with a high value of validity (33). The findings of this study show that the CR-P Module has a high validity since it used the Sidek Module Development Model which is similar to several previous studies (35)(36)(37)39,40,42,45,52). Therefore, this module is to be used for reliability testing and further experimental studies to test its effectiveness on university students.…”

“…In addition, this model also recommends that studies to be conducted by stakeholders or relevant parties to the target groups that will be using the module (33). In addition, several researchers have used the Sidek Module Development Model and they have proven in their studies that this model has high validity and reliability (35)(36)(37)(38)(39)(40)(41)(42). Furthermore, the Sidek Module Development Model also stresses on the validity and reliability of the module (33).…”

The construction and validation of solution-focused group work (SFGW) for Malaysian adolescents

“…Thirdly, to date, in attempt to address issues related to adolescents, local researchers documented numbers of studies which mainly pay attention to the outcome of interventions using various theories and approaches like Cognitive-Behavioral Therapy and Rational Emotive Therapy (Mahzam, 2013;Madihie, A., & Mohd Noah, S., 2013) Most of these studies focused on the effectiveness of such approaches on adolescents' academic achievement, self-esteem and self-efficacy. Unfortunately, only handful of these studies focused on the effectiveness of Solution-Focused group work intervention among adolescents, especially academic achievement.…”