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Journal of Transdisiplinary Studies in Education
Published by CV. SPDF HARMONY
ISSN : -     EISSN : 31093949     DOI : https://doi.org/10.64268/jtse.v1i2.28
Core Subject : Education, Social,
Education Social Sciences Other
Journal of Transdisciplinary Studies in Education (JTSE) is a scientific journal that aims to accommodate research and studies in the field of education and learning from various disciplinary perspectives. This journal is open to academics, educators, teachers, trainers, and other practitioners who want to share research results and thoughts that are beneficial for the advancement of education. Each article published in JTSE undergoes a rigorous peer review process to ensure its quality, originality, and relevance in the development of educational theory and practice. With a transdisciplinary approach, this journal provides space for innovative ideas that can enrich insights and improve the quality of learning at various levels. JTSE began publication in May 2025 by SPDFHarmony Publisher. We hope that this journal can be a useful reference source for educational researchers and practitioners, and can make a positive contribution to the academic world and the wider community.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 11 Documents
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Exploring the Influence of Learning Styles on the Development of Critical Thinking Skills in Mathematics Endang Yuliani; Ummi Rosyidah; Irma Ayuwanti; Iskandar
Journal of Transdisiplinary Studies in Education Vol. 1 No. 1 (2025): Journal of Transdisiplinary Studies in Education
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/jtse.v1i1.8

Abstract

Background: Critical thinking in mathematics is a vital skill for solving complex problems. However, students' ability to think critically in mathematics varies according to their learning styles. This study investigates how auditory, visual, and kinesthetic learning styles influence students' critical thinking abilities in mathematical contexts. Aims: The goal of this research is to explore how different learning styles affect the development of critical thinking skills in mathematics and to determine how these styles influence students' performance in tasks requiring mathematical reasoning. Methods: A descriptive qualitative research design was used. The participants were middle school students selected using purposive sampling. Data collection involved critical thinking tests, learning style surveys, and interviews. The collected data were analyzed through presentation, reduction, and conclusion drawing, with triangulation employed to ensure data reliability. Results: The results revealed that students with visual learning styles showed the highest level of mathematical critical thinking, particularly in evaluation, analysis, interpretation, and inference. Auditory learners performed reasonably well in evaluation and analysis but faced challenges with interpretation. Kinesthetic learners demonstrated potential but required further improvement in analysis and evaluation. Conclusion: The study concluded that learning styles have a significant impact on the development of mathematical critical thinking skills. Visual learners performed the best, while auditory and kinesthetic learners exhibited potential but need additional support to enhance their abilities in critical thinking tasks. The findings highlight the importance of incorporating diverse teaching strategies that cater to various learning styles.
Using Quantum Teaching to Improve Mathematics Learning Outcomes in Junior High School: A Classroom Action Research Approach Rini Fitriyana; Astri Setyawati; Siti Lestari; Djatmiko
Journal of Transdisiplinary Studies in Education Vol. 1 No. 1 (2025): Journal of Transdisiplinary Studies in Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/jtse.v1i1.9

Abstract

Background: At SMP Negeri 1 Kotagajah, student performance in mathematics was found to be below the required Kriteria Ketuntasan Minimal (KKM). This study explores how the Quantum Teaching model can be implemented to improve students' learning outcomes, particularly in exponentiation.Aims: This research aims to assess the impact of the Quantum Teaching model on enhancing the mathematics achievement of eighth-grade students at SMP Negeri 1 Kotagajah for the 2023/2024 academic year.Methods: A Classroom Action Research (CAR) methodology was used in this study, conducted in two cycles. Each cycle consisted of planning, implementation, observation, and reflection. Data was gathered through tests, interviews, observations, and documentation, with a focus on students' mathematics performance, especially in the topic of exponentiation.Results: The study found notable improvements in student achievement. In the first cycle, 66% of students met the learning objectives, while in the second cycle, this increased to 97%. The application of the Quantum Teaching model led to higher levels of student participation and a deeper understanding of the material.Conclusion: The study indicates that the Quantum Teaching model is an effective strategy for improving mathematics learning outcomes. It fosters a more engaging and interactive classroom environment, enhancing student performance in mathematics at the junior high school level.
A Evaluating Teacher-Student Interaction and the Implementation of Sociomathematical Norms in Indonesian Mathematics Classrooms Eka Fitria Ningsih; Wawan Wawan; Ardi Dwi Susandi
Journal of Transdisiplinary Studies in Education Vol. 1 No. 1 (2025): Journal of Transdisiplinary Studies in Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/jtse.v1i1.10

Abstract

Background: Teacher-student interaction plays a pivotal role in shaping the quality of mathematics learning. However, in many Indonesian classrooms, traditional models of instruction often dominate, limiting opportunities for students to engage in meaningful mathematical discourse. Aims: This study aims to: (1) evaluate the patterns of teacher-student interaction during mathematics instruction in Indonesian secondary schools, and (2) examine the implementation of sociomathematical norms in a redesigned learning model using a problem-posing approach. Methods: A qualitative research approach was adopted involving observations of eight mathematics classrooms in Lampung, Indonesia. During the odd semester, four classes were observed using conventional teaching methods. In the even semester, four teachers implemented a problem-posing model co-designed with the researcher. Data were collected via classroom video recordings and analyzed using the Flanders Interaction Analysis System (FIAS) with support from NVIVO software. Results: The findings reveal that traditional classrooms were heavily teacher-dominated, with 86% of classroom talk attributed to teachers and only 14% to students. Common classroom norms included praying, singing, asking questions, listening to explanations, and discussions. In contrast, problem-posing classrooms demonstrated the emergence of sociomathematical norms such as mathematical explanation, differentiation of ideas, and student-generated problems. Conclusion: The study highlights the limited interaction in traditional classrooms and the potential of sociomathematical norms to enrich student participation and mathematical discourse when implemented through structured problem-posing models. These findings inform future instructional design that prioritizes interactive and student-centered learning environments in mathematics education.
Impact of Problem-Based Learning on Students’ Mathematical Performance: A Quasi-Experimental Study Siti Aminah; Pixyoriza; Siti Qomariyah
Journal of Transdisiplinary Studies in Education Vol. 1 No. 1 (2025): Journal of Transdisiplinary Studies in Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/jtse.v1i1.12

Abstract

Background: Many students still struggle to learn mathematics effectively, especially when lessons rely heavily on teacher explanations and lack real-world connection. To improve this, teaching strategies that involve students actively in the learning process are needed. One of them is the Problem-Based Learning (PBL) model, which helps students learn through solving meaningful problems. Aims: This study explores how the Problem-Based Learning model influences students’ understanding and performance in mathematics, focusing on the topic of linear equations in two variables for Grade VIII students. Methods: A quasi-experimental design was applied, involving two student groups: one group was taught using the PBL model, while the other used traditional instruction. Students were given problem-solving tests before and after the learning activities. These tests were used to see how their skills developed during the learning process. Finding: Students who took part in the learning process using the PBL method showed better understanding and stronger problem-solving abilities than those in the conventional group. The approach encouraged them to think more deeply, participate actively, and relate mathematics to everyday situations. Significance: This research highlights that PBL can be a useful method for improving students’ learning results in mathematics. Teachers are encouraged to consider using this model in their classes to make learning more meaningful and effective.
Developing and Validating Contextual Learning Instructional Materials for Two-Variable Linear Equation Systems in Senior High School Mathematics Maria Carmelita Tali Wangge
Journal of Transdisiplinary Studies in Education Vol. 1 No. 1 (2025): Journal of Transdisiplinary Studies in Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/jtse.v1i1.13

Abstract

Background: The quality of mathematics instruction is strongly influenced by the availability of well-designed instructional materials that actively engage students and connect abstract concepts to real-life contexts. In practice, mathematics learning at the secondary level often remains teacher-centered, limiting students’ opportunities to construct meaning independently. This condition is particularly evident in learning systems of linear equations in two variables, where procedural instruction dominates and contextual understanding is minimal. Therefore, developing instructional materials grounded in contextual learning principles is essential to improve instructional quality and learning effectiveness. Aims: This study aimed to develop and validate contextual learning-based instructional materials for the topic of two-variable linear equation systems at the senior high school level and to examine their effectiveness in supporting classroom learning. Methods: This research employed a development research design using a modified 4-D model, limited to the define, design, and develop stages. The instructional materials produced consisted of lesson plans, student worksheets, and achievement tests. Validation by subject-matter experts, classroom trials, and implementation phases were conducted to evaluate validity, practicality, and effectiveness. Data were collected through validation sheets, classroom observation instruments, student response questionnaires, and learning achievement tests. Results: The findings indicated that all instructional materials met the criteria of validity with expert evaluations categorized as good. Teachers’ instructional management was consistently rated effective, student learning activities aligned with planned instructional phases, and student responses toward the learning process were predominantly positive. Classical learning mastery was achieved, demonstrating the effectiveness of the developed materials. Conclusion: The study confirms that contextual learning-based instructional materials can significantly enhance the quality of mathematics instruction by fostering active student engagement, meaningful learning experiences, and improved learning outcomes. The integration of real-life contexts into mathematical instruction supports students’ conceptual understanding and problem-solving abilities. These findings contribute to instructional development research by providing empirically validated materials that align with contemporary pedagogical demands. The results also offer practical implications for mathematics educators seeking to implement contextual learning approaches and support curriculum innovation in secondary education settings.
Exploring Students’ Mathematical Literacy in Understanding and Applying Linear Equations: A Qualitative Inquiry in Indonesian Junior High Schools Nurina Kurniasari Rahmawati; Arie Purwa Kusuma; Khoirunisah Khoirunisah; Zahratul Fauziah
Journal of Transdisiplinary Studies in Education Vol. 1 No. 2 (2025): Journal of Transdisiplinary Studies in Education
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/jtse.v1i2.28

Abstract

Background: Mathematical literacy helps students link abstract reasoning to real situations, yet many still find it difficult to apply such understanding, especially when learning linear equations. Aims: This research explores how junior high school students understand and apply mathematical literacy when dealing with problems related to linear equations in one variable. It also aims to uncover the factors influencing their ability to reason, interpret, and express mathematical ideas within real-life contexts. Methods: The study used a qualitative descriptive design involving twenty-five eighth-grade students from SMP Islam Al-Manar, Bekasi, Indonesia. Participants were chosen purposively to represent different literacy levels. Data were collected through mathematical literacy tests and semi-structured interviews, then analyzed thematically to identify patterns in comprehension, algebraic reasoning, and contextual understanding. Result: The findings reveal that most students had a basic grasp of linear-equation concepts but faced challenges in connecting algebraic operations with everyday situations. Around sixty percent of them were categorized at low to moderate literacy levels, while only a small proportion about fifteen percent showed high literacy competence. Students with better conceptual understanding tended to demonstrate clearer reasoning and more structured strategies when solving contextual problems. Conclusion: Overall, students’ mathematical literacy in linear equations remains limited, particularly in transforming daily problems into mathematical forms. Enhancing this skill requires contextual learning approaches that promote independent exploration, critical reasoning, and authentic problem-based experiences. The insights gained from this study highlight the importance of designing learning models that bridge mathematical theory and practical application in junior high school education.
Improving Students’ Mathematical Understanding and Problem-Solving Performance through the Integration of Quantum Learning and Interactive Digital Assessment Anelia Kusuma Ningrum; Netriwati Netriwati; Siska Andriani
Journal of Transdisiplinary Studies in Education Vol. 1 No. 2 (2025): Journal of Transdisiplinary Studies in Education
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/jtse.v1i2.29

Abstract

Background: Difficulties in developing mathematical conceptual understanding and problem-solving ability persist in secondary education, indicating the need for learning approaches that actively engage students and make use of digital assessment support. Aims: This study sought to investigate how the integration of Quantum Learning with interactive digital assessment influences students’ mathematical conceptual understanding and problem-solving performance, both as separate outcomes and in combination. Methods: The study adopted a quantitative quasi-experimental design involving 190 tenth-grade students selected through cluster random sampling. Two experimental groups and one control group were formed. Quantum Learning was applied in the experimental classes, with one group receiving additional support through interactive digital assessment, while the control class followed conventional instruction. Data were obtained through validated essay tests and analyzed using MANOVA after the assumptions of normality and homogeneity were fulfilled. Result: The analysis revealed meaningful differences in both conceptual understanding and problem-solving performance between students in the experimental and control groups. Learners exposed to Quantum Learning supported by interactive digital assessment demonstrated higher achievement levels than those taught using conventional methods. Multivariate testing confirmed a statistically significant simultaneous effect of the instructional model on both learning outcomes. Conclusion: Integrating Quantum Learning with interactive digital assessment contributes to stronger mathematical understanding and more effective problem-solving performance. This approach supports active participation and meaningful learning processes, suggesting its potential value for contemporary mathematics instruction.
Rethinking Ethical Responsibility and Data Governance in Academic Assessment Using Large Language Models Ruri Supatmi; Diyah Dwi Agustina; Rangga Mega Putra; Asti Cahyani
Journal of Transdisiplinary Studies in Education Vol. 1 No. 2 (2025): Journal of Transdisiplinary Studies in Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/jtse.v1i2.58

Abstract

Background: The integration of Large Language Models (LLMs) into academic grading practices has expanded rapidly in higher education, driven by demands for efficiency and consistency. Aims: In response to these concerns, this study seeks to explore issues of ethical accountability and data governance in the use of LLMs for academic assessment, drawing on the perspectives of lecturers, students, and academic administrators. Methods: The study adopted a qualitative exploratory approach to capture in-depth insights into current assessment practices involving LLMs. Data were gathered through semi-structured interviews, institutional document analysis, and direct observations across selected higher education institutions. Analysis followed the interactive framework proposed by Miles, Huberman, and Saldaña, involving iterative processes of data reduction, data display, and conclusion verification, with triangulation applied to strengthen trustworthiness. Result: The findings demonstrate a set of interrelated challenges. The involvement of LLMs in grading processes often obscures responsibility for assessment decisions, particularly when transparency is limited. Concerns regarding fairness and potential bias persist, especially in evaluating varied linguistic and contextual expressions. At the same time, data governance mechanisms remain insufficiently developed, with unclear procedures for consent, data storage, and regulatory compliance. These issues collectively reflect uneven institutional preparedness and weak ethical oversight. Conclusion: The study concludes that the use of LLMs in academic grading requires clearly defined ethical accountability and comprehensive data governance frameworks. Continued human oversight, supported by institutional policies and capacity-building initiatives, is essential to safeguard academic integrity and ensure responsible adoption of AI-assisted assessment in higher education.
Exploring Project-Based Learning within an Independent Curriculum: A Qualitative Inquiry into Technical Drawing Competence in Vocational Automotive Education Ridwan Ridwan; Riyan Saputra; Mardiyah Mardiyah
Journal of Transdisiplinary Studies in Education Vol. 1 No. 2 (2025): Journal of Transdisiplinary Studies in Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/jtse.v1i2.60

Abstract

Background: Vocational education is undergoing curriculum reform that emphasizes learner autonomy and competency-based learning, yet evidence on its implementation in technical drawing instruction remains limited. Aims: This study examines the application of Project-Based Learning within the Independent Curriculum and its contribution to the development of technical drawing competence in vocational automotive education. Methods: This study employed a qualitative descriptive approach. Data were collected through classroom observations, learning document analysis, and reflective inputs from teachers and grade X students in an automotive vocational program. The analysis focused on instructional design, learning processes, assessment practices, and observed competency development. Result: The findings indicate that Project-Based Learning supports active engagement and contextual understanding in technical drawing instruction. Students demonstrated improved ability to interpret technical symbols, apply drawing standards, and relate drawings to automotive components. The learning process also encouraged collaboration and independent learning. Conclusion: Project-Based Learning is a suitable pedagogical approach for implementing the Independent Curriculum in vocational automotive education, as it strengthens technical drawing competence while promoting learner-centered learning practices.
Instructional Approaches and Student Creativity as Separate Determinants of Mathematics Learning Outcomes: Findings from a Factorial Quasi-Experimental Study Wahyu Kusumaningtyas; Yunita Widya Putri; Riski Rusmalinda
Journal of Transdisiplinary Studies in Education Vol. 1 No. 2 (2025): Journal of Transdisiplinary Studies in Education
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/jtse.v1i2.66

Abstract

Background: Differences in students’ creative capacities are often overlooked in mathematics instruction, even though they may influence how learners respond to various teaching approaches. As a result, the specific contribution of instructional approaches and creativity to mathematics learning outcomes has not been sufficiently clarified. Aims: This study seeks to investigate the influence of instructional approaches and student creativity levels on mathematics learning outcomes and to explore whether these factors interact in shaping students’ achievement. Methods: A quasi-experimental study was conducted using a 2×3 factorial design. Seventh-grade students were selected through cluster random sampling. Mathematics achievement was measured using a standardized test, while student creativity was assessed through a questionnaire. Data normality and homogeneity were examined before applying a two-way analysis of variance with unequal cell sizes. Result: The analysis reveals that instructional approaches significantly affect mathematics learning outcomes, with students exposed to contextual cooperative instruction achieving higher scores than those receiving direct instruction. Creativity levels also show a significant influence, as students with higher creativity consistently demonstrate better learning outcomes. However, the interaction between instructional approaches and creativity levels is not statistically significant. Conclusion: These findings indicate that instructional approaches and student creativity independently contribute to mathematics learning outcomes. Therefore, improving achievement requires both the use of effective teaching approaches and sustained efforts to develop students’ creative capacities, rather than relying on their combined interaction.

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