In this letter, a dual‐wideband band pass filter (DW‐BPF) using cross‐stub stepped impedance resonator (CS‐SIR) was simulated, fabricated, and measured accordingly. The CS‐SIR was used to replace the conventional half‐wavelength open stub resonators. Compare to the conventional resonator, the CS‐SIR resonator has a wider fractional bandwidth and ease of fabrication. Furthermore, the DB‐BPF was fabricated on microstrip with ɛr = 4.4, h = 0.8 mm, and tan δ = 0.0265. The DW‐BPF with CS‐SIR achieves transmission‐coefficients/fractional‐bandwidth of 0.22 dB/94.19% and 1.87 dB/33.52% at 1.14 GHz and 2.31 GHz, respectively. In order to reduce the filter size, a folded CS‐SIR (FCS‐SIR) was also proposed. As a result, this BPF size was reduced to 53%, with the BPF size of 0.30 λG2 and 0.14 λG2 for DW‐BPF with CS‐SIR and DW‐BPF with folded CS‐SIR, respectively. The λG is the wavelength at the first frequency. Further, the DW‐BPF with FCS‐SIR achieves transmission coefficients/fractional bandwidth of 0.19 dB/89.08% and 1.29 dB/31.90% at 1.21 GHz and 2.41 GHz, respectively. Measured results are in a very good agreement with the simulated results.

This research was proposed a circular patch MIMO antenna by using a ring and circular parasitic radiator structure. As a novelty, in order to enhance bandwidth and gain of circular patch MIMO antenna, a conventional circular patch MIMO antenna will be added a ring and a circular parasitic. Therefore, this research was investigated a conventional MIMO antenna (C-MA), ring parasitic MIMO antenna (RP-MA), and circular parasitic MIMO antenna (CP-MA) as Model 1, Model 2, and Model 3, respectively. This MIMO antenna was designed on FR4 microstrip substrate with r= 4.4, thickness h=1.6 mm, and tan = 0.0265.This MIMO antenna has center frequency 2.35 GHz which is a frequency band for LTE application in Indonesia. An Advance Design System (ADS) software was used to determine the antenna parameters.

The research is aimed to know student achievement and teacher response on TIMSS. The research method used is descriptive. This achievement is captured the TIMSS questions in 2007 and 2011 on the ecosystem concept. The test contains 20 questions consisting of 14 essays and 6 multiple choice questions. The TIMSS questions also consist of several cognitive domains of knowing, applying and reasoning. Responses of students and teachers were collected through questionnaires and interviews. The study subjects are class VIII B 1 of School A and class VIII E School B 2 of Sukabumi in the academic year of 2015/2016. The results show that average achievement in School A is in the poor category (41%) and School B is in the fair category (56%). The achievements based on cognitive domain, 80% for knowing the domain, 43% for applying domain and 53% reasoning domain. Some students of School A and most of the students of School B  feel interested in TIMSS problem, while the teachers think that TIMSS questions will be used if it already familiar.

Higher Order Thinking Skills (HOTS) merupakan salah satu penilaian yang digunakan di Indonesia sebagai upaya untuk dapat meningkatkan perkembangan pendidikan di tingkat internasional. Penelitian ini bertujuan untuk mengetahui Higher Order Thinking Skills (HOTS) siswa kelas VIII pada materi sistem pernapasan manusia di salah satu Sekolah Menengah Pertama (SMP) Negeri Kota Sukabumi. Metode penelitian yang digunakan yaitu metode deskriptif. Subjek penelitian berjumlah 24 siswa. Instrumen yang digunakan yaitu soal tes tertulis berupa soal esai sebanyak 12 soal yang sudah valid dan reliabel. Data hasil penelitian dibagi ke dalam 5 kategori, yaitu kategori kurang sekali 92%, kategori kurang 4%, kategori cukup 0%, kategori baik 4% dan kategori sangat baik 0%. Berdasarkan data tersebut dapat disimpulkan bahwa HOTS siswa kelas VIII di SMP secara umum masuk ke dalam kriteria kurang sekali. Faktor yang menyebabkan HOTS siswa pada kriteria kurang sekali yaitu siswa kurang terlatih dalam menyelesaikan soal-soal HOTS, kurang mengerti terhadap materi yang diajarkan dan kegunaannya dalam kehidupan sehari-hari, kurang teliti dalam proses pengerjaan soal dll. Upaya yang dapat dilakukan untuk meningkatkan HOTS siswa adalah melalui beberapa saran terkait upaya meningkatkan HOTS siswa, berupa solusi dari dugaan penyebab sebelumnya yaitu dengan menggunakan model pembelajaran STEM. Saran menggunakan model pembelajaran ini hanya salah satu saran. Bisa saja sarannya perlunya latihan soal HOTS yang berulang-ulang, dll.

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