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Journal : Rangkiang Mathematics Journal

Saringgong: An Alternative Media for Slow Learner Students in Learning Mathematics Anny Sovia; Yulyanti Harisman; Ronal Rifandi
Rangkiang Mathematics Journal Vol. 1 No. 1 (2022): Rangkiang Mathematics Journal
Publisher : Department of Mathematics, Universitas Negeri Padang (UNP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (609.906 KB) | DOI: 10.24036/rmj.v1i1.6

Abstract

The purpose of this study is to describe the traditional Indonesian game (namely Saringgong) as a medium for slow learner students in learning mathematics. Saringgong is a game that utilizes gravels as a medium. This research is a descriptive study with a qualitative approach, the method that used is ethnography. Data were collected by using ethnographic principles, such as interviews, observations, documentation, and field notes. The results of this study illustrate that the traditional game Saringgong can be used as an alternative learning medium for Slow Learner students to practice numeracy skills, increase focus and motivation of students in learning mathematics.
Description of Grade VII Students'Concept Understanding on Set Topic Miftahul Rezki; Ronal Rifandi; Fridgo Tasman; Veggi Yokri; Yerizon
Rangkiang Mathematics Journal Vol. 1 No. 2 (2022): Rangkiang Mathematics Journal
Publisher : Department of Mathematics, Universitas Negeri Padang (UNP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (665.442 KB) | DOI: 10.24036/rmj.v1i2.9

Abstract

This research has the aims to explain about the understanding of students mathematical concepts on set topic. This research is a descriptive research whose population is 7th grade students with a sample of 94 students. The instrument used in this research is a test question regarding the set material which contains indicators of mathematics conceptual understanding. The result of the test analysis show that as many as of students with exellent concept understanding, of students with good concept category, of students with sufficient category, of students with low concept criteria, and of students with most low concept understanding criteria.