Profil Anggota
Supporting Continuous Conceptual Development through Serial Concept Mapping in Higher Education: A Re-composition-Based Approach
Supporting meaningful learning and continuous conceptual development remains a challenge in higher education, particularly in domains that require learners to integrate complex and interconnected knowledge across multiple instructional sessions. While concept mapping has been widely recognized as an effective tool for externalizing conceptual structures and supporting meaningful learning, traditional concept mapping activities are often conducted as isolated activities that do not explicitly support cumulative conceptual development over time. To address this limitation, this dissertation proposes an integrated learning activity centered on Serial Concept Mapping (SCM) as the core activity for supporting continuous conceptual development in higher education. Within this activity, Re-composition-Based Concept Mapping is employed as concept mapping method to support conceptual refinement, while the Kit-Build Concept Map (KBCM) system serves as a technological platform for implementing the activity by supporting map construction, analysis, feedback and instructional monitoring. This dissertation consists of two complementary studies. The first study investigates whether the re-composition method is more effective than the scratch-building method in supporting concept map quality during expert map sharing within a serial concept mapping framework and examines the influence of both the re-composition and scratch-building methods, supported by expert map sharing, on learning outcomes. The findings indicate that re-composition produced significantly higher concept map quality, particularly in terms of accuracy, completeness and sophistication, suggesting that structured map construction better supports conceptual refinement during expert map sharing. Furthermore, results demonstrate that while both mapping methods supported learning progression, the re-composition method yielded significantly higher overall achievement and higher-order thinking tasks for short knowledge retention, indicating its potential for supporting meaningful knowledge construction. The second study explores the feasibility and pedagogical utility of systematizing serial concept mapping through the KBCM system. Findings show that the system supported automated map-gap detection, instructional monitoring, and timely feedback provision, while students demonstrated significant learning gains and progressive reductions in discrepancies between learner-generated maps and expert maps across instructional sessions. Synthesizing the findings across the three studies, this dissertation proposes and evaluates an SCM learning activity in which learners continuously externalize, refine, integrate, and reconstruct conceptual structures across instructional sessions. Within this activity, the re-composition supports conceptual refinement, while the KBCM system supports automated feedback, map-gap analysis, and instructional monitoring. The results suggest that SCM, when supported by re-composition, and KBCM-supported feedback and analytics, have the potential to support conceptual development, and meaningful learning while providing practical mechanisms for instructional monitoring and data-informed pedagogical decision-making in higher education.
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Riwayat Publikasi/Konferensi/Exchange/Internship atau sejenisnya 1
Effect of re composition concept mapping for sharing reference maps on serial concept mapping: A preliminary study
Publikasi 1
Publikasi 2
Publikasi 3
International Conference on Computers in Education
Asia-Pacific Society for Computers in Education
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