The Importance of Paradigms, Axioms, and Concepts for Theory Development
Muhammad Sholahuddin Al-ayyubi, 5th year education management student, Faculty of Tarbiyah and Islamic Teacher Training, UIN Sunan Gunung Djati Bandung.
Introduction
The development of modern educational research requires researchers to not only master research techniques, but also understand the philosophical basis underlying them. Paradigms, axioms, and concepts are important foundations in building a solid theoretical framework. Through an understanding of these three elements, researchers can view reality systematically, choose the appropriate methods, and produce meaningful knowledge. This article discusses how qualitative and quantitative research paradigms, axioms, and concepts play an important role in the development of educational research theory and practice.
First: Key Concepts in Quantitative and Qualitative Research
Quantitative research is rooted in the positivistic paradigm that emphasises objectivity, numerical measurement, and generalisation of results. Through surveys or experiments, quantitative researchers seek to test hypotheses and discover cause-and-effect relationships. In contrast, qualitative research is based on the constructivist paradigm, which focuses on subjective meaning and experience. Data is obtained through interviews, observations, or document analysis. These two approaches complement each other: quantitative research provides empirical certainty, while qualitative research deepens understanding of the social context and meaning behind phenomena.
Second: Problems and Concepts in Research
Every piece of research begins with a clear problem and precisely defined concepts. Identifying the problem determines the direction of the research, while concepts provide a framework for thinking that bridges theory and facts. Conceptual definitions provide theoretical boundaries for a term, while operational definitions explain how the concept is measured in the research. The relationship between problems and concepts ensures that research is not merely descriptive, but also capable of answering scientific questions systematically and meaningfully.
Third: Constructs and Indicators as Bridges between Theory and Fact
Constructs represent abstract concepts such as 'learning motivation' or 'transformational leadership'. To measure constructs, researchers formulate them into measurable indicators, which are then operationalised into research instruments. The validity of indicators is key to ensuring that the results truly describe the constructs being studied. Through this process, theory does not merely remain in the conceptual realm but is realised in empirical data that can be tested. Thus, research is able to strengthen and develop existing theory.
Fourth: Phenomena, Data, and Variables as the Basis for Scientific Analysis