This study aimed to assess the content validity of the Islamic Emotional Regulation Module towards the mental wellbeing of youth. This module has five main submodules, namely the emotional regulation submodule of sadness, anger, guilt, shame and fear. This module has gone through content validation involving five experts in the fields of Islamic thought, moral psychology and adolescent counseling. Data evaluation by experts were analyzed using Content Validity Index (CVI). The results of the evaluation by experts showed that all modules tested had a high content validity coefficient of between .770 to .810 (> .70). The results of the study concluded that all submodules of the Islamic Emotional Regulation Module have high content validity and a pilot study should be conducted to determine the reliability of the modules before being used in the experimental study. It is hoped that this developed module can help the youths in regulating their emotions as well as becoming useful human beings. An individual’s ability to regulate emotions can help them manage and respond effectively to the emotional experiences they experience. The suggestion follow up study is to conduct a pilot study to determine the reliability of the module and test the effectiveness of the module in a larger population.

This research is on general review regarding play therapy application as a counseling intervention in helping improving of psychology development in children. Discussions in this work are focused on Cognitive-Behavioral Play Therapy (CBPT) which is emphasizes on childrens’ development. CBPT is a structural and directive efforts that focuses on children’s experience. CBPT developments are results of adaptation and evolution of Cognitive Theory which initially has been developed for adults, and adapted accordingly to children’s needs. A lot of challenging issues has been giving negative impact to children’s psychological and mental health. Thus, this group deserves a suitable treatment that matches their development. CBPT has been identified as a suitable intervention in treating psychological issues involving children. Keywords: Counseling, Play therapy, Cognitive-Behavioral Play Therapy, Children.

Pengenalan-Matematik merupakan antara salah satu subjek utama yang dipelajari oleh setiap murid yang mana ianya mempunyai banyak signifikan dalam pelbagai aspek untuk kelangsungan hidup. Kementerian Pelajaran Malaysia telah menggariskan pelbagai bentuk inisiatif yang dapat menyumbang kepada input penyampaian subjek ini sama ada dalam bentuk Kurikulum Bersepadu Sekolah Rendah (KBSR) mahupun Kurikulum Bersepadu Sekolah Menengah (KBSM) termasuklah meperkenalkan soalan- soalan berbentuk KBAT. Objektif-Tiga objektif kajian tindakan ini ialah yang pertama untuk mengenal pasti sejauh mana kefahaman murid terhadap soalan- soalan Matematik yang berbentuk penyelesaian masalah, mengenal pasti kefahaman murid bagi soalan- soalan berbentuk KBAT dan seterusnya menentukan ketepatan jawapan murid bagi latihan penyelesaian masalah berbentuk KBAT. Metodologi-Kesemua objektif ini akan dilihat perbandingannya dari segi pencapaian murid di dalam ujian pra (tiada intervensi) dan selepas pengaplikasian perbincangan soalan berbentuk KBAT (ada intervensi) semasa sesi pengajaran dan perbincangan soalan- soalan berbentuk penyelesaian masalah. Model Kemmis dan McTaggart bagi kajian tindakan ini telah dipilih. Pada gelung pertama, 30 orang murid yang merupakan responden kajian tindakan ini tidak diberikan sebarang input perbincangan soalan berbentuk KBAT semasa sesi pengajaran dijalankan. Manakala pada gelung kedua pula, kesemua 30 responden ini telah diterapkan intervensi berbentuk pengaplikasian perbincangan soalan berbentuk KBAT semasa sesi pengajaran dan perbincangan soalan- soalan berbentuk penyelesaian masalah. Dapatan-Kesemua obektif kajian tindakan ini telah dicapai di mana keputusan ujian pasca menunjukkan terdapat hubungan yang signifikan antara perbincangan soalan berbentuk KBAT semasa sesi pembelajaran dan perbincangan soalan- soalan penyelesaian masalah dengan kefahaman dan kebolehupayaan murid dalam menyelesaikan soalan – soalan tersebut dengan tepat. Kesimpulannya, penerapan konsep soalan KBAT memberikan kesan yang positif terhadap pengukuhan kefahaman murid bagi soalan- soalan berbentuk penyelesaian masalah sekaligus meningkatkan persediaan pelajar menuju Era Revolusi Industri 4.0 Kepentingan-Pengaplikasian soalan berbentuk Kemahiran Berfikir Aras Tinggi (KBAT) yang mana pelaksanaannya telah terbukti mampu meningkatkan tahap pemikiran dan inovasi murid dalam penguasaan subjek Matematik ke tahap yang lebih baik di samping ianya selari dengan Pelan Pembangunan Negara menuju ke arah Era Revolusi Industri 4.0. Melalui pelaksanaannya, ianya mampu memberikan nilai kefahaman yang tinggi terhadap murid di peringkat sekolah rendah mahupun menengah dalam menguasai sesuatu subjek seperti Matematik.

Gifted and talented students have high intellectual, creativity and problem-solving skills. However, these groups tend to have issues related to social and emotional issues. Decision making skills and resilience are necessary elements in helping these groups deal with the social and emotional issues faced effectively. This study aims to produce a structured module based on Cognitive Behavior Play Therapy by making the Sidek’s Module Development Model as a guide in its development process. The contents of the module are based on critical and analytical literature review. The draft module consists of six sub modules: Movement Therapy, Art Therapy, Clay Therapy, Sand Therapy, Music Therapy and Puppet Therapy. The sub module is broken down into 14 activities and six units. It is proposed that further studies to be conducted to see the validity and reliability of this module. Keywords: Gifted And Talented Students, Decision Making Skills, Resilience, Cognitive Behavior Play Therapy, Sidek’s Module Development Model.

This study examined the psychometric elements of psychological symptoms, attitudes and coping strategies and the impact of COVID-19 on learning among the university students in Malaysia. The design employed in this study was survey method, that centered on convenience sampling method. A total of 489 students from eight undergraduate program of year 1 to year 4 participated in the study. They enrolled in various disciplines ranging from chemical and food science, medicine, engineering, psychology, communication to religious studies program. Data was analyzed using exploratory factor analysis (EFA) with all items being grouped within the study’s constructs, which subsequently, were tested using the establishment of measurement model of confirmatory factor analysis. The instrumentation for this study was adapted from Weiner’s Attribution Theory, Expectations and Values Theory. Comparatively, in measuring the students’ coping strategic approach, items were adopted from Greenaway. Additionally, the Counseling Center Assessment of Psychological Symptoms (CCAPS-62) scale was adapted to measure the eight constructs namely anxiety, social anxiety, academic distress, eating anxiety distress, family distress, hostility, and smoking abuse. The Cronbach’s alpha values for all three constructs have indicated the accepted values. Findings revealed that the loading factors for the attitude, coping strategies and psychological constructs are at the accepted values and acceptable composite reliability values. Findings also indicate that the measurement model for the construct attitude, coping strategies and psychological have loading estimates that are statistically significant.