Cypriot Journal of Educational Sciences Volume 17, Issue 12, (2022) 4518-4529 www.cjes.eu Validity and reliability of the needs analysis instrument for the mathematics problem-solving module Shivaraj Subramaniam * , National University of Malaysia, Education Department, Bangi, Selangor, Malaysia https://orcid.org/0000-0001-9297-1995 Siti Mistima Maat, National University of Malaysia, Research Centre of Teaching and Learning Innovation, Faculty of Education, 43600 Bangi, Selangor, Malaysia. https://orcid.org/0000-0002-5507-9081 Muhammad Sofwan Mahmud, National University of Malaysia, Research Centre of Teaching and Learning Innovation, Faculty of Education, 43600 Bangi, Selangor, Malaysia. https://orcid.org/0000-0002-0504- 4622 Suggested Citation: Subramaniam, S., Mahmud, M. S. & Maat, S. S. (2022). Validity and reliability of the needs analysis instrument for the mathematics problem-solving module. Cypriot Journal of Educational Sciences 17(12). 4518-4529 https://doi.org/10.18844/cjes.v17i12.7836 Received from September 10, 2022; revised from November 19, 2022; accepted from December 10, 2022 ©2022 by the authors. Licensee Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi, North Nicosia, Cyprus. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/ ). Abstract This research’s objective is to investigates the reliability and validity of the needs analysis instrument for mathematics problem-solving based on the computational thinking module among primary school mathematics teachers. For the needs analysis phase, the researchers applied a quantitative method involving a questionnaire. The instrument calibration method is test of language validity, content validity, empirical validity and reliability. The instrument’s reliability was tested in a pilot study involving 50 primary school mathematics teachers. The pilot study was analyzed using SPSS version 26. The pilot test results show that Cronbach’s alpha value for Construct A: computational thinking skills is 0.786, Construct B: problem- solving skills is 0.772, and the need for the problem-solving module is 0.775. Finally, the researcher expects that this instrument will assist other researchers in the needs analysis phase of developing a mathematical module based on computational thinking in problem-solving. Keywords: Validity, reliability, mathematics, module, computational * ADDRESS OF CORRESPONDENCE: Shivaraj Subramaniam, Universiti Kebangsaan Malaysia, Faculty of Education, 43600 Bangi, Selangor, Malaysia Email address: subramaniam.shivaraj@gmail.com / Tel: 013-6007182