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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 12 Documents
 1   2 
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.
A Longitudinal Analysis of Cognitive Transitions: A Case Study on the Evolution of Pre-operational to Concrete Operational Mindsets in Children Aged 5–7 Novi Ayu Kristiana Dewi
Journal of Transdisiplinary Studies in Education Vol. 2 No. 1 (2026): Journal of Transdisiplinary Studies in Education
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/jtse.v2i1.126

Abstract

Background: The transition from pre-operational to concrete operational thinking is a fundamental stage in children's cognitive development. Despite its importance, classroom practices often prioritize early mastery of literacy and numeracy through memorization, with limited attention to children's developmental readiness. As a result, learning difficulties at an early age are frequently interpreted as indicators of limited ability rather than as part of a normal cognitive transition. Aims: This study explores how a child's cognitive processes changed between the ages of five and seven, with particular attention to the development of logical reasoning during the transition from the pre-operational to the concrete operational stage. Methods: A qualitative longitudinal single-case study was conducted over a two-year period involving one purposively selected child. Data were gathered through participatory observations, Piagetian clinical interviews, and an analysis of learning portfolios. The data were examined using a constant comparative approach, and evidence from multiple sources was triangulated to strengthen the trustworthiness of the findings. Results: The child gradually shifted from intuitive, perception-based responses to more systematic and logical reasoning. Initial dependence on concrete representations in arithmetic was replaced by conceptual understanding, accompanied by stronger metacognitive awareness, independent reasoning, and more reflective approaches to problem solving. Conclusion: The findings indicate that early academic difficulties should be interpreted within the context of cognitive development rather than as evidence of low intellectual ability. Recognizing individual developmental trajectories can help educators design learning experiences that encourage reasoning, inquiry, and conceptual understanding instead of emphasizing memorization alone.

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