Analisis Bentuk Stimulus, Dimensi Kognitif, dan Karakteristik HOTS pada Instrumen Evaluasi Mata Pelajaran IPA Karya Guru

The quality of the evaluation instrument describes the quality of learning in schools. Teachers must be able to plan good evaluation instruments. The quality of the evaluation instrument can be assessed from three aspects, including the stimulus, the cognitive dimension, and the characteristics of higher thinking skills (HOTS). This study aims to analyze the teacher's science subject evaluation instrument based on the form of stimulus, cognitive dimensions, and HOTS characteristics. This research is descriptive quantitative, where the data is presented as a percentage and then described. Qualitative tests on the content of the stimulus are used to group the items into a certain stimulus form. The cognitive process dimension identification sheet was developed based on Bloom's revised taxonomy. The classification of HOTS questions uses the HOTS characteristic identification criteria. The results showed that most of the questions made by the teacher did not have a stimulus, the distribution of the cognitive process dimensions of the questions was uneven, and the questions made were not HOTS. Based on the results of the analysis, it is concluded that the teacher's evaluation instrument was poor

Teacher Support for Eliciting Students Mathematical Thinking: Problem Posing, Asking Questions, and Song

Mathematical thinking and reasoning are at the core of mathematics learning, strategies to facilitate their development are global issues for various countries. This qualitative study aims to describe the fifth-grade elementary school teacher’s stimulus form, to expand students’ thinking ability in mathematics learning and obtain a stimulus formulation of the fifth-grade elementary school teacher in developing students’ mathematical thinking ability. Data were obtained by using open-ended questionnaire methods and passive participation observation. The study results showed that the stimulus form of the fifth-grade elementary school teacher in expanding students’ thinking skill in learning the mathematics comprises problem posing, asking guiding questions, facilitating technology (learning videos/PowerPoint/Plickers), and song. The recommendation of fifth-grade elementary school teacher stimulus for developing students’ mathematical thinking ability was asking the probing question, playing, and games. Furthermore, the results of the second year’s research were widely disseminated to teachers. Primary school teachers who are part of the teacher working group also need to improve their professionalism, especially concerning developing stimulus thinking and applying it in learning. Therefore, the follow-up as the management of learning in the form of INNOMATTS training.

Latency: another potential code for feature binding in striate cortex

1. We recorded the responses of 37 striate cortical complex cells in fixating monkeys while presenting a set of oriented stimuli that varied in contrast. 2. The two response parameters of strength and latency can be interpreted as a code: the strength defines the stimulus form (here the orientation), and the latency is more a function of the stimulus contrast. 3. Synchronization based on latency could make a strong contribution to the process of organizing the neural responses to different objects, i.e., binding.

Visual properties of neurons in area V4 of the macaque: sensitivity to stimulus form

Area V4, a visuotopically organized area in prestriate cortex of the macaque, is the major source of visual input to the inferior temporal cortex, known to be crucial for object recognition. To examine the selectivity of cells in V4 for stimulus form, we quantitatively measured the responses of 322 cells to bars varying in length, width, orientation, and polarity of contrast, and sinusoidal gratings varying in spatial frequency, phase, orientation, and overall size. All of the cells recorded in V4 were located on the lower portion of the prelunate gyrus. Receptive fields were located almost exclusively within the representation of the central 5 degrees of the lower visual field, and receptive field size, in linear dimension, was 4-7 times greater than that in the corresponding representation of striate cortex (V1). Nearly all receptive fields consisted of overlapping dark and light zones, like “classic” complex fields in V1, but the relative strengths of the dark and light zones often differed. A few cells responded exclusively to light or dark stimuli. Many cells in V4 were selective for stimulus orientation, and a few were selective for direction of motion as well. Although the median orientation bandwidth of the orientation-selective cells (52 degrees) was wider than that reported for oriented cells in V1, approximately 8% of the oriented cells had bandwidths of less than 30 degrees, which is nearly as narrow as the most narrowly tuned cells in V1. The proportion of cells selective for direction of motion (13%) was not markedly different from that reported in V1. The large majority of V4 cells were tuned to the length and width of bars, and the “shape” of the optimal bar varied from cell to cell, as has been reported for cells in the dorsolateral visual area (DL) of the owl monkey, a possible homologue of V4 in the macaque. Preferred lengths and widths varied independently from approximately 0.05 to 6 degrees, with the smallest preferred bars about the size of the smallest receptive fields in V1 and the largest preferred bars larger than any fields in V1. The relationship between the size of the optimal bar and the size of the receptive field varied from cell to cell. Some cells, for example, responded best to bars much narrower or shorter than the field, whereas other cells responded best to bars that filled (but did not extend beyond) the excitatory field in the length, width, or both dimensions.(ABSTRACT TRUNCATED AT 400 WORDS)

Number of Response Alternatives and Spatial Arrangement on a Visual Discrimination Task

Normal children, 30 each from ages 5 and 7 yr., were administered a visual discrimination test through a programmed learning machine. Visual discrimination was defined as a match-to-sample task in which subjects pointed to the geometric form, number, or printed letter of the alphabet that matched the stimulus form. Procedures were designed to eliminate learning variables. Although both age groups performed well, there was a statistically significant difference in the total performance at the two ages. A 3-way analysis of variance showed age, number of response alternatives, and type of stimulus form were significant variables; all interactions were significant. It appeared that the significant variable for the 5-yr.-olds was the type of geometric configuration, while the variable most important for the 7-yr.-olds was the number of response alternatives. Patterns of errors on the most difficult item showed the 5-yr.-olds made errors involving a reversal or rotation of the stimulus figure, while the 7-yr.-olds made errors involving some detail of the stimulus figure.