Digital mind mapping as a tool to explore students' understanding and questioning skills on academic texts: A case study in Qualitative Research Course

Mulyana, Dwi Utari (2026) Digital mind mapping as a tool to explore students' understanding and questioning skills on academic texts: A case study in Qualitative Research Course. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

This study explores students’ understanding and questioning skills in a qualitative research course through digital mind mapping. This research aims to explore how these skills are represented through digital mind mapping, which was created as a sixth-semester students’ assignment in a qualitative research course. By focusing on these aspects, the study analyzes how students’ understanding and questioning skills are represented in digital mind mapping. This research employs a qualitative research design; data were collected through document analysis of eight students’ digital mind maps created in a qualitative research course and through follow-up interviews with selected participants for clarification. The data were analyzed using SOLO Taxonomy and the Paul-Elder Framework. The findings show that all students represented their understanding at the multi-structural level of SOLO Taxonomy, indicating that they can identify and organize multiple relevant concepts related to the qualitative research, specifically in the case study chapter. However, these concepts were presented as separate pieces of information with limited explicit relationships among them. In terms of questioning skills, the digital mind maps showed varied representations. Three students represented their questioning skills by generating questions of judgment, demonstrating the ability to seek justification and explanation. Meanwhile, one student represented questioning skills through a question of fact, focusing on recalling factual information. In conclusion, this study found that students represented their understanding at the multi-structural level of the SOLO Taxonomy, while their questioning skills varied between questions of judgment and questions of fact. These findings demonstrate how digital mind maps can represent students’ understanding and questioning skills in higher education.

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