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Santi Widyawati
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INDONESIA
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,
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.
Articles 11 Documents
Student Verbal Impoliteness in Discussion-Based Mathematics Classrooms: A Qualitative Study on Interaction and Participation Maria Carmelita Tali Wangge; Maria Fatima Wio; Angela Merici Bhebhe
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.v1i2.108

Abstract

Background: Discussion-based mathematics instruction is intended to promote shared reasoning and active participation, yet its effectiveness depends on the quality of students’ verbal interaction. When communication shifts toward interruption, dismissive remarks, or inappropriate tone, the collaborative nature of discussion may be weakened. Aims: This study explores how verbal impoliteness is enacted by students during discussion-based mathematics learning and investigates its influence on classroom interaction and participation. Methods: A descriptive qualitative approach was applied in an eighth-grade mathematics classroom implementing group discussions. Data were generated through direct classroom observations, semi-structured interviews with selected students and the teacher, and supporting documentation such as field notes. The data were examined through thematic analysis to identify recurring patterns of impolite verbal behavior and their effects on interaction. Result: The study found that verbal impoliteness commonly appeared in the form of unsolicited interruptions, sarcastic or demeaning comments, and raised intonation when responding to peers. These behaviors disrupted the continuity of discussion, discouraged some students from contributing, and led to unequal participation within groups. As a result, interaction became dominated by a limited number of voices, while others withdrew from the exchange of ideas during mathematical problem solving. Conclusion: Verbal impoliteness significantly shapes the quality of interaction and participation in discussion-based mathematics classrooms. Establishing shared norms of respectful dialogue and consistently guiding students toward constructive communication are essential for sustaining inclusive and meaningful mathematical discussion.

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