Validity of the Instrument for the Critical Analysis Ability of Prospective Biology Teacher Students

This research aims to evaluate the validity and reliability of an instrument designed to measure the critical analysis skills of prospective biology teacher students. Content validity was calculated using the Content Validity Ratio (CVR) and Content Validity Index (CVI), which involved five biology education experts. Of the nine items tested, seven were declared valid with a CVR value 1.0, while the other two were declared invalid. The empirical validity and reliability of the instrument were tested on 60 students using SPSS 23. The results of the empirical validity test showed that all items were valid with a Pearson Correlation value greater than r-table (0.254). The instrument's reliability was also good, with a Cronbach's Alpha value of 0.714. The research results show that this instrument is valid and reliable for measuring the critical analysis skills of prospective biology teacher students

Development of science practicum performance assessment in junior high school

The purpose of this research was produce a performance science practicum assessment instruments based science process skill which is valid, reliable, practical, and effective for measuring the skill of science process in junior high school. The type of this research is development research designed with the assessment development model from Doran et al., 1998. The average result of the instrument validation test is 3.50 and can be categorized very valid and can be applied in the learning after going through several revisions. Reliability test results show that reliable instrument with reliability coefficient of 0.78. The average result of the instrument practicality test is 3.38 and it is practically categorized and can be applied in the learning after going through several revisions. From the average student score can be stated all students get the value above the minimal mastery criteria, with students the average score is 83.98 and from the t-test results obtained t count 30.376. Based on these findings, it can be concluded that the instrument assessment of science practicum performance based on science process skills can be used to measure students' science process skills, easy to use in learning, and effectively used in science learning activities

Development of science practicum performance assessment in junior high school

The purpose of this research was produce a performance science practicum assessment instruments based science process skill which is valid, reliable, practical, and effective for measuring the skill of science process in junior high school. The type of this research is development research designed with the assessment development model from Doran et al., 1998. The average result of the instrument validation test is 3.50 and can be categorized very valid and can be applied in the learning after going through several revisions. Reliability test results show that reliable instrument with reliability coefficient of 0.78. The average result of the instrument practicality test is 3.38 and it is practically categorized and can be applied in the learning after going through several revisions. From the average student score can be stated all students get the value above the minimal mastery criteria, with students the average score is 83.98 and from the t-test results obtained t count 30.376. Based on these findings, it can be concluded that the instrument assessment of science practicum performance based on science process skills can be used to measure students' science process skills, easy to use in learning, and effectively used in science learning activities

Development of science practicum performance assessment in junior high school

The purpose of this research was produce a performance science practicum assessment instruments based science process skill which is valid, reliable, practical, and effective for measuring the skill of science process in junior high school. The type of this research is development research designed with the assessment development model from Doran et al., 1998. The average result of the instrument validation test is 3.50 and can be categorized very valid and can be applied in the learning after going through several revisions. Reliability test results show that reliable instrument with reliability coefficient of 0.78. The average result of the instrument practicality test is 3.38 and it is practically categorized and can be applied in the learning after going through several revisions. From the average student score can be stated all students get the value above the minimal mastery criteria, with students the average score is 83.98 and from the t-test results obtained t count 30.376. Based on these findings, it can be concluded that the instrument assessment of science practicum performance based on science process skills can be used to measure students' science process skills, easy to use in learning, and effectively used in science learning activities

Segmentasi Citra Berbasis Clustering Menggunakan Algoritma Fuzzy C-Means

Clustering based image segmentation in this study using Fuzzy C means algorithm with Xie Beni Index as an objective function. Preprocessing applied in this model using Statistical Region merging. Spatial function applied in Fuzzy C means method to reduce noise in clustering. The system evaluation is done by measuring cluster validity value (Xie Beni Index), execution time, and number of iteration. Experimental results on three test images illustrates the proposed method able to perform image segmentation well