Needs Analysis of Psychosocial Module Development Based on Psychoeducation Approach for Public University Students in Malaysia

Amat, Salleh; Samsudin, Harizah Izyan; Bakar, Abu Yazid Abu; Mahmud, Mohd Izwan; Kamarulzaman, Mohd Hasrul

doi:10.3390/educsci11100604

Cited by 3 publications

(3 citation statements)

References 30 publications

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“…Trujeque-Moreno et al ( 2021) also argue that the increasing diversity of wants or needs in this century leads to different and reliable measurement methods for identifying needs and context during a study. In inherently student-related areas of education, it is relevant to explore student needs before developing and implementing interventions to contribute to responses that are appropriate to the needs that have been identified (Amat, S., et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…While the needs analysis is conducted to obtain current information before a study is implemented that involves the design and development of teaching materials. Certainly, in designing teaching and learning materials, the voice of the teacher must also be heard for successful language teaching and learning (Park, 2021), involving various levels in the education system (Trujeque-Moreno et al, 2021) and not forgetting also to students who are the group that is affected by teaching and learning (Amat, S., et al, 2021). To see the current needs, Dudley-Evans and St. John (1998) is very suitable to be used as a backup in collecting data.…”

Section: Discussionmentioning

confidence: 99%

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Application of Dudley-Evans & St. John Model in Malay Language: The Needs Analysis Phase

Tarmizi

Janan

2022

MJSSH

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Researchers need to look at the current needs to ensure the relevance and validity of a study. The present study applies a model proposed by Dudley-Evans and St. John (1998) to investigate the current needs in the field of Malay language education; aspects of reading skills, particularly, reading comprehension. In addition, the researchers also intend to examine the suitability of this model in working with information in the current situation so that the research to be conducted is rich in information. This study uses a qualitative approach that involves semi-structured interviews and document analysis. Semi-structured interviews involved seven field experts and 321 documents of non-native Malay speakers. The results of the thematic analysis using ATLAS.ti 22 software found that this model is very suitable for working on the current needs to be used as a guideline by any researcher in obtaining information related to the research. Application of the Dudley-Evans and St. John (1998) can assist researchers in planning and developing models or modules, products, instruments, and so on to suit current issues or needs in the world of education.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Application of Dudley-Evans & St. John Model in Malay Language: The Needs Analysis Phase

Tarmizi

Janan

2022

MJSSH

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“…It needs to be conveyed that what is meant by competence here is a competency standard, and learning activities are essential competencies. The module needs analysis aims to identify (Amat et al, 2021; and establish the number and title of modules that should be developed in a given program unit. The program unit can be interpreted as one school year, semester, subject, or other.…”

Section: Delivery Of the Concept Of Preparing Learning Modulesmentioning

confidence: 99%

Training Based on the Andragogy Approach to Improve the Ability to Develop Independent Learning Modules for Vocational School Teachers

Pradana

Kristanto

Maureen

2023

j. pengabdi. has. pemberdaya. masy.

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This service activity aims to improve the ability of teachers to arrange learning modules. This program was carried out through in-service training (IST) and on-service training (OST) methods. The andragogy approach was used in IST activities to improve teachers' ability to analyze learning materials that can be the basis for learning modules. Thirty Vocational High School Teachers attended this activity. The evaluation used was to give project assignments to the teacher for module work. The training participants were also given a Google form to fill out. The analysis used was descriptive quantitative. The results of the OST showed that the teacher had been able to analyze learning problems; the teacher understood the concept of the learning module. Moreover, the teacher could understand the idea of preparing a learning module, and the concept of evaluating the learning module. A series of OST activities conclude that teachers have the potential to develop themselves in preparing learning modules; the resulting learning modules can be categorized as good and, in general, have met the criteria for learning modules.

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Verification of Reliability and Validity of a Malaysian Version of Rathus Assertiveness Schedule as Drug Prevention Scale

Jusoh,

Imami,

Handrianto

et al. 2023

Islam G. & C. Jour

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The aim of this research was to verify the Malaysian version of Rathus assertiveness as a drug prevention scale in secondary students. The current research articipants were 211 secondary students in Johor, Selangor, and Kuala Lumpur, Malaysia. An exploratory factor analysis with principal axis factoring and varimax rotation was performed for the initial analysis. After the eigenvalue emerged, the data was suppressed to .30 to display the factor loading. The value of commonalities and factor loading was considered to frame and locate the items in the scale structure. Furthermore, the reliability of the scale was tested through Cronbach's alpha. The result showed that nine factors emerged, explaining 58.721% of the variance. Four of the 30 items were eliminated from the analysis because they had commonalities below the threshold. The structure of the scale was as follows: seven items in the first factor, four items in the second factor, four items in the third factor, two items in the fourth factor, two items in the fifth factor, one item in the sixth factor, two items in the seventh factor, two items in the eight factors, and one item in the ninth factor. Furthermore, the reliability of the scale was .748. Meaning that the scale was internally consistent in measuring the secondary student`s assertiveness in drug education.

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Needs Analysis of Psychosocial Module Development Based on Psychoeducation Approach for Public University Students in Malaysia

Cited by 3 publications

References 30 publications

Application of Dudley-Evans & St. John Model in Malay Language: The Needs Analysis Phase

Application of Dudley-Evans & St. John Model in Malay Language: The Needs Analysis Phase

Training Based on the Andragogy Approach to Improve the Ability to Develop Independent Learning Modules for Vocational School Teachers

Verification of Reliability and Validity of a Malaysian Version of Rathus Assertiveness Schedule as Drug Prevention Scale

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