Educational Service Area Research Articles

The Development of Ethical Leadership Development Model of School Administrators Under the Office of Primary Education Service Area

This research aimed to create a model for developing ethical leadership for school administrators under the Office of Primary Education Service Area through identifying the model components, examining both the current and the desirable conditions, and determining needs priorities for development. Five key components of ethical leadership for the school administrators are trust, responsibility, respect, citizenship, and fairness. The current conditions were found to be at high levels overall, whereas the desirable condition and needs for development were at the highest level, with the needs priorities listed as follows: (1) fairness, (2) citizenship, (3) responsibility, (4) respect and (5) trust, respectively. The developed model was determined, assessed, and affirmed by seven experts fully qualified in the field as the most suitable, feasible and useful.

The Development of Integrated Science Process Skills Test in Research and Knowledge Formation the Lower Secondary Students

The purposes of this research is to: 1) to create an integrated science process skill test, in Research and Knowledge Formation for lower secondary students. 2) to examine the quality of the integrated science process skill test scale and 3) to find a cut-off score and create a manual for using the integrated science process skill measurement in research and knowledge formation for lower secondary students. The sample group in this research was a 950 lower secondary students in the world-class International standard school under the Secondary Educational Service Area Office 17 in 2nd semester, academic year 2018, selected by simple random sampling technique. The instrument used in the research was the multiple choice with 4 options for 40 items. The results of this research were as follow: the content validity of integrated science process skill measurement test was at a good quality whit the Index of Item-Objective Congruence (IOC) was at .67-1.00, the item difficulty was between .30-.80, the item discrimination was between .20-.67, the reliability of the test was at .93. The concurrent validity by Pearson’s correlation coefficient was .88 and structural straightness found that the model of integrated science process skills measurement test in research and knowledge creation agreed with empirical data. The Chi-square 1067.39, (p = .00), RMSEA = .033, GFI = .91, AGFI = .90, CFI = .99 and RMR = .009. The cut-off score of the integrated science process skill test scale in research and knowledge formation for lower secondary students, based on Angkoff's method of scoring cut points was at 23 points out of 40 full points.

The Competencies in School Administration of School Administrators as Perceived by Teachers in School under the Bangkok Secondary Educational Service Area Office (BSESAO), Thailand

Abstract
 The purposes of this research were to study and compare a competency in school administration of school administrators as perceived by teachers in school under the BSESAO. The study employed a survey research design with samples consisting of 308 teachers in the academic year 2022. The samples were categorized by using the Cohen’ sample sizes which were selected by stratified random sampling. The instrument was a questionnaire with a reliability of 0.986. Mean, standard, t-test, One-way ANOVA, and Scheffe’s multiple comparison method were used to analyze the data. The findings were as follows: 1) the results of competency in school administration of school administrators was at high level, considering each dimension of the opinion, all of them were also at high level; and 2) the comparison’ s levels of school administrators: the opinions’s competency in school administration of school administrators with different service area offices, academic standings, and school sizes were found to be no difference.
 
 Keywords: Competency, School administration, School administrators, Competency of Thai School Administrator

Guidelines for Developing Provision of Additional English Courses: A Case Study of Schools under the Secondary Educational Service Area Office, Nonthaburi

The objectives of this survey research were to: 1) study the current state of additional English course management in schools under the Secondary Educational Service Area Office Nonthaburi in Thailand; 2) study and compare the opinions of teachers and students towards the appropriateness of the current state of additional English course management; and 3) propose guidelines for the provision of additional English course management. The informants in this research included 18 heads of the foreign language learning group and 3 experts in curriculum and English language teaching. The study sample included 87 teachers and 120 high school students. The research instruments included an additional English course management form, an opinion questionnaire, and a semi-structured interview. Data analysis determining frequency, mean, standard deviation, t-test and content analysis was performed. The findings revealed: 1) overall, 60 English additional courses were offered at various schools, grouped into 5 categories according to the focus of the course, and arranged in descending order as follows: English for daily communication (33 courses), English for continuing education (10 courses), English for careers (10 courses), English for pleasure (5 courses), and others (2 courses); 2) in general, teachers and students rated each school’s additional course management as appropriate at the high level and teachers and students’ opinions were significantly different at the .05 level of significance; and 3) guidelines for the provision of English additional course management included support for teachers’ knowledge on course development, allocation of a curriculum consultant, improvements to course management practices, and additional focus on learners’ needs when developing the course.

Development of the Extremely Poor Students Selection Process for Receiving the Teacher Production Project Scholarship for Protected Schools in Thailand

This study aimed to develop a systematic process for selecting scholarship recipients to participate in the Krurakthin project at Kalasin University. To gather insights into the selection process, stakeholders from five distinct groups, including the director of the educational service area, the director of the destination school, community leaders, lecturers, and scholarship recipients, were interviewed. This study represents the preliminary stage of analysis and process development. The research instruments consisted of (1) an opinion interview form on the scholarship recipient selection process and (2) a form for evaluating the appropriateness of the selection procedure for scholarship recipients. The data were analyzed statistically by comparing the means and standard deviations. The research findings prompted the development of a procedure for selecting scholarship recipients. Regarding the appropriateness of the scholarship recipient selection process, it was found that the appropriateness of the advertisement process was scored at 4.55 ± 0.50 points, which was at the highest level. The appropriateness of the finding process was scored at 4.73 ± 0.45 points, which was at the highest level. The appropriateness of the screening process was scored at 4.58 ± 0.50 points, which was at the highest level. Additionally, the appropriateness of the selection process was 4.54 ± 0.64 points, which was at the highest level. Each process had a total appropriateness score of 4.61 + 0.32 points, which is considered to be at the highest level. These results led to the production of a manual for choosing scholarship candidates to enroll in the Krurakthin project at Kalasin University and to prepare for the field test of the selection process of 4th-year Krurakthin students.

Development of the Educational Management Model to Enhance Educational Quality Towards Excellence of the Secondary Educational Service Area Office Thailand

The purposes of this research aimed to 1) study the components of educational management to develop educational quality toward excellence, 2) study the current states, desirable states, and the needs for educational development for enhancing educational quality toward excellence, 3) create and develop the educational management model for enhancing educational quality toward excellence, and 4) study the results of implementing the educational management model for enhancing educational quality toward excellence. Research and Development were conducted in 4 phases according to research objectives. The sampling group consisted of executives, boards, 669 teachers, and educational staff from 37 schools under the Chaiyaphum Secondary Educational Service Area Office, the research tools were the appropriateness assessment form of the components of educational management to develop educational quality toward excellence, a 5-level scale questionnaire, semi-structured interview form, observation form, follow-up studies form, and satisfaction assessment form. The statistics used were frequency distribution, percentage, mean, standard deviation, and PNI Modified. The study found that: 1) The components of educational management for enhancing educational quality toward excellence comprised 3 aspects as follows: 1: organization management for excellence, 2: efficiency of educational management, and 3: the achievement of educational management. The experts’ evaluation of the components is at the most appropriate level. 2) The current states in all and each individual aspect were at a moderate level. The desirable states in all and each individual aspect were found at a high level. The needs assessment from highest to lowest: educational management for excellence, the efficiency of educational management, and achievement of educational management, respectively. 3) The educational management model consisted of (1) Principles (2) Purposes (3) Conditions for Success (4) Processes and (5) a Supporting system. 4) The results of implementing the model found that: 1) As for the supervision, monitoring, and inspection of educational institutions according to the educational management model for enhancing educational quality toward excellence are of the highest significance. 2) All Educational institutions have implemented quality management to achieve excellence in all areas. 3) Satisfaction assessment of educational institutions according to the educational management model for enhancing educational quality toward excellence was all at the highest level.

An Application of PADRA Model combined with English Skills Reinforcement Exercise for Rehabilitation of Learning Recession for Grade 6 Students in Bantardkha School

ABSTRACT This research is conducted with Indonesian students. The objectives of the research were: (1) todiagnose the recession in English learning of Bantardkha School students. and grouped the studentsaccording to the severity of the learning recession. and needs (2) To design and develop an innovativemodel to rehabilitate students' English learning recession that is feasible for the short-term and long-term
 involvement of relevant stakeholders in line with the needs of students and the school context.with a design-based research process, and (3) to analyze the effect of using an innovative prototype torehabilitate the recession in English learning among Tadkha School students. Loei Primary EducationalService Area Office 2 using the PADRA model based on the design thinking process in the learningunit on Health by using the English learning skill exercises for the first semester of the academic year2022 collected. information between June to October 2022. The tools used consisted of 4 learningmanagement plans of 8 hours, pre-learning, and post-learning tests. Data were analyzed using basicstatistics: frequency, percentage, mean, and standard deviation. performance average performanceindex Effectiveness Index and relative development score.An analysis of the effect of using an innovative model to rehabilitate the recession in English learningamong Bantardkha School students. Loei Primary Educational Service Area Office 2 and the results ofthe learning achievement of Grade 6 students who studied by using the PADRA model learningmanagement plan based on the design thinking process in the health learning unit using the Englishlanguage learning exercises was a study of the learning achievement of Grade 6 students who studiedwith the learning activity plan by applying the PADRA model according to concepts with designthinking in the learning unit on Health for Grade 6 students by analyzing the relative developmentscores of learning achievement. The percentage of pre-test scores was 31.88, the rate of post-test scoreswas 75.83, and the percentage of developmental scores was 65.77. The results of the overalldevelopment level were high. They can be divided according to the following criteria: 4 people withvery high development, 9 people with high development, and 3 people with moderate development.

Design Research in Learning Loss Recovery to Prevent Students’ Dropouts in Loei Primary Educational Service Area Office 2

The coronavirus disease 2019 (COVID-19) outbreak has caused dramatic changes across the worldespecially students’ learning. The purposes of this research were to 1) diagnose students' learningrecession and group the students according to the problem condition and needs, 2) design and developan prototype for rehabilitation of learning recession, and 3) analyze the results of rehabilitation ofstudents learning recession. Quantitative and qualitative data were collected by 5 sets of research tools:1) Learning Recession Diagnosis Recording Form 2) Stress and Mental Health Assessment Toolkit 3)Innovation Prototype Design and Development Recording Form 4) Supervision Toolkit 5) ReflectionRecording Form in the academic year 2022. The participants were 152 affiliated schools selscted bypurposive sampling. Quantitative data were analyzed using descriptive statistics while content analysiswere used for qualitative data . The results showed that students were grouped into 3 groups: 1) Riskgroup 2) Recovering group and 3) Encouraging group. The students had problems with classattendance, learning behavior and academic skills. In addition they also had a family limitation. Theyneeded flexible and happy learning and digital literacy in order to create technology immunityincluding the individualized education program and drug prevention network. The developedinnovation consisted of 3 levels: district level, school level and class level. This was a short-termrecovering program, and long-term recovering program. The recovering program helped studentsbecame more ready to learn and stakeholders were satisfied.

An Application of PADRA Model combined with English Skills Reinforcement Exercise for Rehabilitation of Learning Recession for Grade 6 Students in Chumchonnonghin School

This research is conducted with Indonesian students. The objectives of the research were: (1) Todiagnose the recession in English learning of Chumchonnonghin School students. and grouped thestudents according to the severity of the learning recession. and needs (2) To design and develop aninnovative model to rehabilitate students' English learning recession that is feasible for the short-termand long-term involvement of relevant stakeholders in line with the needs of students and the schoolcontext. with a design-based research process, and (3) to analyze the effect of using an innovativeprototype to rehabilitate the recession in English learning among Chumchonnonghin School students.Loei Primary Educational Service Area Office 2 using the PADRA model based on the design thinkingprocess in the learning unit on Health by using the English learning skill exercises for the first semesterof the academic year 2022 collected. information between June to October 2022. The tools usedconsisted of 4 learning management plans of 8 hours, pre-learning, and post-learning tests. Data wereanalyzed using basic statistics: frequency, percentage, mean, and standard deviation. performanceaverage performance index Effectiveness Index and relative development score.

The Development of Preventing and Monitoring Guidelines of Student Dropout in Schools under Samutprakan Primary Educational Service Area Office 1

ABSTRACT Student dropout has been a serious problem for schools which has been becoming more serious due tothe COVID-19 situation. This study aimed to survey student dropout causes and create preventing andmonitoring guidelines for student dropout in schools under the Samutprakan Primary Educational ServiceArea Office 1, Thailand. Purposive sampling was applied for participants consisting of educationaladministrators, officers, and stakeholders in 5 schools. Descriptive statistics and content analysis wereused for data analysis. The results concluded that there were 11 causes of children dropout 1) familynecessity 2) migration 3) insufficient income 4) health problems or disabilities 5) behavior andadaptation problems, 6) impact of COVID-19, 7) the risk of wrongdoing, 8) inconvenienttransportation, 9) marriage, 10) academic performance, and 11) parents' inattention. The preventing and monitoring guidelines of student dropout involved 5 parties, namely 1) EducationalService Area Office 2) School Directors 3) Teachers and Educational personnel, 4) Family and 5)Cooperation networks. All parties should join in the following actions: 1) Raising awareness 2)Formulating an action plan 3) Implementing the plan 4) Getting to know students, and families 5)Applying digital technology 6) Organizing information systems 7) Connecting information 8) Passingon information 9) Network creation 10) Budget allocation 11) Brainstorming 12) Flexibility ofEducation and Individual Program 13) Improving guidance learning 14) Developing studentadmissions system 15) Promoting the student support system 16 ) Assessing child risks, 17) Mobilizingresources and 18) Developing a supervision system.

The development of social interaction for early childhood in Lampang province by using virtual reality application

The aim of this research was to develop social interaction for early childhood children in Lampang province, Thailand by using virtual reality technology. The population in this study was early childhood children from 355 schools in Lampang province, under the jurisdiction of Lampang Primary Educational Service Area 1, 2, and 3. The sample group consisted of sixty early childhood children who were selected by purposive selection. The research tools the application of Lampang learning resources and the early childhood social development evaluation form. The results were statistically analysed for percentages in the form of descriptive narrative. The results showed that the overall social development of the sample group was at the highest level or 76.58% with an average value of 4.53. Also, the results presented that the sample group was able to follow the rules and the agreements of the learning resources appropriately, give comments and answer the questions of the instructors. This was a result of using the VRLampang application which could be divided into three parts: 1) regulations and guidelines of the learning resources 2) information of ten Lampang learning resources 3) the efficient learning content activities appropriate for students.

Development of a Collaborative Network Management Model (CNMM) to Improve Thai Student Learning Quality

Results from the end-of-the-year 2020 test of Thai Mathayom Suksa 3 (9th Grade) students revealed that 20% failed to pass the assessment standards. Therefore, the researchers set out to study which factors affected the development of a collaborative network management model (CNMM) to develop learning quality within Thailand’s Secondary Education Service Area Office in Surat Thani and Chumphon (SESAOSC) provinces. After a panel of 17 experts determined the five main components, 351 individuals subsequently participated in a needs analysis from which the PNI modified values and desirable condition gaps were ranked. From highest to lowest were network characteristics, knowledge exchange and development of network members, operational processes of the cooperation network, network administration, and network objectives and goals vision. From the experimental use of the CNMM with 168 learners in 56 schools, a determination was made that 9th Grade learning quality had a total mean increase of 1.53%, with morality and ethics increasing by 1.65%, basic knowledge increasing by 1.38%, thinking ability increasing by 1.63%, and learner competency increasing by 1.41%.

The Effects of Teachers’ Teaching and Learning Management by Integrating CCR Concepts on the Teaching Behavior Change in Schools under the Office of the Basic Education Commission

The goal of this study was to examine the effects of teaching and learning management practices used by teachers in schools run by the Office of the Basic Education Commission by using CCR ideas. Teachers of mathematics who work in classrooms run by Secondary Educational Service Area Office 40, Phetchabun Province, made up the population. Purposive sampling was used to pick 127 individuals overall. The study tools included an observation form for teacher training development, a teacher supervision record, a supervision report form for teacher development project by integrating CCR principles, a teacher's teaching record, and a teacher satisfaction assessment form. Utilizing the mean and standard deviation, the quantitative data was examined, content analysis was used to analyze the qualitative data. The study's findings indicated that teachers' teaching behaviors changed as a consequence of the development of mathematics instructors in line with the workshop titled “The teacher development by adopting CCR integration.” By using CCR ideas in schools, start by being able to develop learning management plans that utilize CCR integration for setting up math learning activities. According to the findings of the project's educational oversight of the math teachers who took part, the average results of the improvement of teaching and learning management increased for each individual item as well as overall, and the teachers who underwent development gave the workshop titled “the teacher development by CCR concepts integration” the highest level of overall satisfaction. Additionally, the qualitative data showed that teachers had altered their pedagogical practices. The instructors successfully managed their students' learning in the classroom by utilizing the CCR integration and the information and understanding they gained from the training in terms of the learning activity process. Through the use of a variety of activities, including singing, playing games, searching for information, using questions, solo and group activities, and presentations in front of the class, the teachers were found to have altered their teaching styles in accordance with the concepts of contemplative education, coaching and mentoring, and research-based learning. These gave pupils the chance to learn, comprehend, practice, and communicate their ideas, the usage of a range of instructional material by teachers to encourage and promote learning among pupils in the classroom was also noted.

ASSESSMENT REPORT ON THE PREVENTION AND SOLUTION OF SCHOOL PREGNANCY PROBLEMS OF WATJAMAROM SCHOOL UNDER THE ROI ET PRAIMARY EDUCATION SERVICE AREA 2

This research aims to1) To evaluate the performance of the Watjamarom School in Thailand project on the prevention and alleviation of teenage pregnancy problems, which is a part of Roi Et Primary Education Service Area 2 according to the CIPP model in four aspects. It consists of (1) context evaluation, (2) input evaluation, (3) process evaluation, and (4) product evaluation. 2) To study problems and obstacles and recommendations on the implementation of the prevention and alleviation of teenage pregnancy problems Watjamarom School in Thailand project on the prevention and alleviation of teenage pregnancy problems, which is a part of Roi Et Primary Education Service Area 2. The sample group used in the assessment it consists of administrators, teachers and educational personnel, totaling 16 people, students totaling 118 people, basic education board totaling 7 people, parents totaling 118 people, which totals 259 people. The tool used to gather data during this time was a total of 5 questionnaires, with No. 1–4 being a questionnaire for the Watjamarom School Pregnancy Prevention and Solution Project under the Roi Et Primary Education Service Area 2. This questionnaire was used to gather information about the environment, preliminary factors, processes, and productivity. The sixth problem in this respect is a satisfaction survey with a 5-point rating system for the Watjamarom School Pregnancy Prevention and Solution Project, which is part of the Roi Et Primary Education Service Area Valuable confident by finding Cronbach's alpha coefficient (α - Coefficient) equal to 0.90, 0.88, 0.95, 0.93, 0.93 respectively, data were analyzed using a computer program to calculate percentage, mean, and standard deviation.

Social media addiction and self-esteem of high school students in Hat Yai municipality, secondary educational service area office 16, Thailand

Social media addiction and self-esteem of high school students in Hat Yai municipality, secondary educational service area office 16, Thailand

การสร้างแบบทดสอบวินิจฉัยมโนทัศน์ที่คลาดเคลื่อนแบบสี่ชั้นวิชาฟิสิกส์ เรื่อง งานและพลังงานสำหรับนักเรียนระดับชั้นมัธยมศึกษาปีที่ 4 สำนักงานเขตพื้นที่การศึกษามัธยมศึกษาเขต 18

This research aimed to 1) construct the four-tier diagnostic test for detecting the physics Misconceptions on work and energy of motion for the  grade students, 2) to validate the difficulty, the discrimination, the validity and the reliability of the test, 3) detecting physics misconceptions, and 4) to create the teacher manual of the test. The sample of the research was selected by stratified random sampling technique. The sample consisted of 701 students who studied in  and  grade of schools under Chon Buri–Rayong Secondary Educational Service Area Office. The research instrument was a 20-item of four–tier diagnostic test for detecting the physics misconceptions in work and energy.The research findings revealed that diagnostic test met the requirements of content validity with IOC indices which ranged between 0.80 and 1.00. The construct validity was between 0.72 and 0.95. The difficulty of all items ranged between 0.38 and 0.44. The discrimination index was calculated by Whitney and Sabers which ranged between 0.50 and 0.63. The reliability of the test according to Livingston Method ranged from 0.91 to 0.97. The cutting score calculated by Angoff Methed was 13 points from 20 points. The diagnostic test results showed that all most of the students had correct conception in power, did not understand the concept in meaning of kinetic energy, misconceived in power transform of the law of conservation and error in the meaning of conservation forces.

Guidelines for Cross-Cultural Leadership Development of World Class Standard School Principals

Cross-cultural leaders, are the behaviors or the characters of administrators who were able to manage or administrate people with different thoughts, beliefs, values and practice and combine them to form a single concept of being attentive to their work and trust their leaders to possess good attitudes and work efficiently for their ultimate goal of student development. The current study examines the situations of leadership and the guidelines for cross-cultural leadership development of World Class Standard School principals. The research sample was composed of 359 principals of World-Class Standard Schools in Secondary Educational Service Area Office. The research tool consisted of the 5-level rating scale questionnaire and the focus group discussion form. The data were analyzed by using descriptive statistics and content analysis. The research findings revealed five components rated from the highest to the lowest levels as follows: 1) Communication ( X = 4.24, S.D. = 0.71), 2) Empathy ( X = 4.24, S.D. = 0.73), 3) Conflict Management ( X = 4.22, S.D. = 0.72), 4) Transformational Leadership ( X = 4.21, S.D. = 0.72) and 5) Trust ( X = 4.16, S.D. = 0.74). The guidelines for developing cross-cultural leadership can be summarized as follows: principals should develop communication skills that were expressive, clear, and appropriate to the situations by using rhetorical skills in persuasive speech, exchanging of information between the networks of principals and other organizations, being good mediators, emphasizing teamwork, encouraging the school personnel to have a sense of participation and work successfully in order to achieve the vision of the school, remaining neutral, avoiding conflicts, creating consciousness and friendly atmosphere in the organization. Taking advantage of this research to improve the quality of administration in schools and administrators at all levels.

The Leadership Enhancement in Education 4.0 School Administrators

The objectives of this research were: 1) to study the components, 2) to study the current situation and the desirable conditions, and 3) To assess needs for enhancement of leadership of school administrators in Education 4.0 under the Office of Secondary Education Service Areas in the Northeast region. The sample group included schools under the Office of Secondary Educational Service Areas in the Northeast region. The data were collected from 15 school administrators, 365 teachers, with the total number of 380 persons by using Stratified Random Sampling. The instruments used in this research were component evaluation form and questionnaire. The statistics used for data analysis comprised percentage, mean, standard deviation, reliability and PNI modified. The research results were found that: I. The components for leadership enhancing in education 4.0 professional administrators consisted of 7 components as follows: 1) Knowledge and ability, 2) Leadership skills, 3) Academic skills, 4) Morality and ethics, 5) Modern skills, 6) Characteristics, and 7) Results of performance. II. The current situation for leadership enhancing in education 4.0 professional, in overall, was rated at a moderate level, the desirable conditions, in overall, were rated at the highest level. III. The priorities of needs assessment are 1) Results of performance, 2) Morality and ethics, 3) Characteristics, 4) Modern skills, 5) Leadership skills 6) Knowledge and ability, and 7) Academic skills.

Program Development of Digital Leadership for School Administrators Under the office of Primary Educational Service Area

The purposes of the research aim to 1) To study the components and indicators of digital leadership of school administrators 2) To study the current condition desirable conditions and necessities for digital leadership of school administrators 3) Develop a digital leadership development program for school administrators 4) To study the effect of using digital leadership development program of school administrators. Results of the research are as follows: 1) Digital leadership of school administrators consist of 7 components, 22 indicators 2) Desirable Conditions for Digital Leadership of School Administrators. The overall average was at a low level. Desirable Conditions for Digital Leadership of School Administrators Overall, it's at the highest level. and the necessity of developing digital leadership among school administrators, the highest value was digital vision leadership, 3) Program development of digital leadership for school administrators is suitable possible and is useful overall, it was at the highest level. 4) The results of using the program; 4.1) Program development of digital leadership for school administrators. The efficiency was 93.01/95.55, which was higher than the 80/80 threshold set. 4.2) The effectiveness index in the program was 0.9306 or equivalent to 93.06 percent. 4.3) Program development of digital leadership for school administrators has higher academic achievement after school than before with statistical significance at the .05 level. 4.4) Executives developed with the program was no difference in educational achievement scores after 2 weeks of study. 4.5) Satisfaction of school administrators, Overall, the satisfaction level was at the highest level.

Construction of Diagnostic Test in Mathematics on Addition and Subtraction Basic for Primary Students

The objectives of this research were to construct and verify a mathematics diagnostic assessment on addition and subtraction basis for grade 4 students in Buriram Primary Educational Service Area Office 3. The research samples consisted of 440 Prathomsuksa 4 students selected by adapting the multi-stage random sampling method. The research instruments employed in this research comprised of two types of examinations constructed according to strand 1: number and algebra in Mathematics 1.1. The tests were to examine test and diagnostic test. The examining test was a subjective test, consisted of 80 items which divided into addition part for 40 items and subtraction part for 40 items. The diagnostic test was a multiple-choice with 4 choices tests, consisted of 48 items which divided into addition part for 24 items and subtraction part for 24 items. The diagnostic test. The results showed that the content validity, determined by the expert, had the IOC score at 0.60-1.00. The addition part in the 1st test had a difficulty score of 0.21-0.79, the discrimination score at 0.23-0.89, and the reliability score at 0.89. The subtraction part in the 2nd test had the difficulty score at 0.31-0.72, the discrimination score at 0.32-0.72 and the reliability scores at 0.32-0.81.