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 ,
Yusuke Hayashi1
- 1Graduate School of Advanced Science and Engineering, Hiroshima University, Higashihiroshima, Japan
- 2Faculty of Computer Science, Universitas Indonesia, Depok, Indonesia
- 3Research Center for Data and Information Sciences, National Research and Innovation Agency (BRIN), Bogor, Indonesia
- Manuscript receivedFebruary 2, 2025
- revisedMarch 7, 2025
- acceptedApril 23, 2025
- publishedNovember 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
How to 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. https://doi.org/10.18178/ijiet.2025.15.11.2445
Copyright & License
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).