IJIET 2025 Vol.15(11): 2498-2510
doi: 10.18178/ijiet.2025.15.11.2445
doi: 10.18178/ijiet.2025.15.11.2445
The Effect of Kit-Build Concept Mapping for Organizing Information on Conceptual and Procedural Knowledge in Mathematics: A Comparative Study
Lintang Matahari Hasani1,*, Kasiyah Junus2, Lia Sadita3, Tsukasa Hirashima1,
and Yusuke Hayashi1
1. Graduate School of Advanced Science and Engineering, Hiroshima University, Higashihiroshima, Japan
2. Faculty of Computer Science, Universitas Indonesia, Depok, Indonesia
3. Research Center for Data and Information Sciences, National Research and Innovation Agency (BRIN), Bogor, Indonesia
Email: lintang.matahari97@gmail.com (L.M.H.); kasiyah@cs.ui.ac.id (K.J.); lia.sadita@brin.go.id (L.S.); tsukasa@lel.hiroshima-u.ac.jp (T.H.); hayashi@lel.hiroshima-u.ac.jp (Y.H.)
*Corresponding author
2. Faculty of Computer Science, Universitas Indonesia, Depok, Indonesia
3. Research Center for Data and Information Sciences, National Research and Innovation Agency (BRIN), Bogor, Indonesia
Email: lintang.matahari97@gmail.com (L.M.H.); kasiyah@cs.ui.ac.id (K.J.); lia.sadita@brin.go.id (L.S.); tsukasa@lel.hiroshima-u.ac.jp (T.H.); hayashi@lel.hiroshima-u.ac.jp (Y.H.)
*Corresponding author
Manuscript received February 2, 2025; revised March 7, 2025; accepted April 23, 2025; published November 19, 2025
Abstract—Developing both conceptual and procedural knowledge is important for learning mathematics. It is insufficient to rely only on memorizing learned facts or principles for solving a complex problem. Additionally, conceptual understanding may affect the acquisition of procedural knowledge. Thus, developing conceptual knowledge needs to be focused on early in the learning process. Writing a structured summary is one of many methods that may help learners organize their understanding and develop conceptual knowledge. However, the currently popular method of providing an after-class activity of writing a structured summary of learning materials is insufficient, which often leads to retained misconceptions. This study investigates the potential effectiveness of activity for organizing information that utilizes a Kit-Build Concept Mapping (KBCM) tool as an alternative for developing both conceptual and procedural knowledge. An experiment was conducted to compare KBCM with summary writing, which involved 105 students from an Indonesian public university. The result suggests the potential of KBCM to improve conceptual knowledge better than summary writing. In addition, both treatments were found to be potentially effective for improving procedural knowledge. Some characteristics of KBCM that might have played a role in developing both types of knowledge are discussed.
Keywords—conceptual knowledge, procedural knowledge, kit-build concept mapping, summary writing, teaching mathematics
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—conceptual knowledge, procedural knowledge, kit-build concept mapping, summary writing, teaching mathematics
Cite: Lintang Matahari Hasani, Kasiyah Junus, Lia Sadita, Tsukasa Hirashima, and Yusuke Hayashi, "The Effect of Kit-Build Concept Mapping for Organizing Information on Conceptual and Procedural Knowledge in Mathematics: A Comparative Study," International Journal of Information and Education Technology, vol. 15, no. 11, pp. 2498-2510, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).