Reasearch as a Starategic Pilar of Educational Management

Global developments demand that education adapt to digital transformation and the demands of the knowledge age. However, research in educational management is often viewed as merely an academic formality, rather than a strategic instrument. The assumption that policy can be implemented without a research foundation creates a gap between theory and practice. This phenomenon has given rise to problems such as a low research culture, disparities in educational quality, and weak evidence-based policies. This paper aims to outline the meaning, function, advantages, and differences between research and other studies, in order to emphasize its urgency for the development of educational management. 

First: Research is a systematic, logical, and empirical scientific activity aimed at finding answers to real-world problems. In educational management, research is not merely the production of theory but also the basis for data-driven decision-making. Unlike ordinary observation, which tends to be subjective, research requires clear methodological procedures, data validation, and in-depth analysis. Through research, educational management is able to bridge theory, policy, and practice, enabling decisions to be more rational, measurable, and scientifically legitimate.

Second: Research has theoretical, practical, policy, and academic functions. Theoretically, research advances knowledge through updating and refining theories. Practically, research helps solve real-world problems in the management of educational institutions. In the policy dimension, research forms the basis for evidence-based policymaking, enabling more targeted decisions. Meanwhile, in its academic function, research trains students in mastering scientific methods through undergraduate theses, dissertations, and dissertations. With these four functions, research serves as a bridge between theory and practice, as well as a pillar of sustainable educational development.

Third: The advantages of research lie in its objectivity, ability to reduce bias, provision of scientific evidence, and potential for replication. Empirical data generated by research is more reliable than mere opinion. Research enables rational decision-making and is free from subjective influences. Furthermore, research supports innovation and evidence-based policies, resulting in more effective educational programs. Replication of research results allows for validation and consistency of findings. These advantages make research a crucial instrument for ensuring the quality, effectiveness, and sustainability of educational management across various contexts.

Fourth: In addition to research, there are evaluation studies, literature reviews, non-research case studies, and scholarly essays. Evaluation studies focus on assessing the achievement of program objectives, while literature reviews present a synthesis of the literature without new empirical data. Non-research case studies and scholarly essays are more descriptive and reflective, useful for enriching educational discourse. Although similar, the fundamental difference lies in the output: research produces new knowledge that can be retested, while other studies merely support or complement analysis. By understanding the differences, research can be central to the development of educational science and policy.

Summary: Research in educational management is a crucial foundation for developing knowledge, solving problems, and generating evidence-based policies. The strengths of research lie in its objectivity, ability to reduce bias, and generating retestable solutions. While other studies may resemble research, only research can provide new knowledge. Therefore, cultivating a research culture is key to realizing adaptive and competitive educational management.

*This article is presented from the Teaching Module for the Islamic Education Management Research Methods Course Part II: Research in Educational Management. Lecturer: Prof. Dr. H. A. Rusdiana., M.M.