By Naufal Ardhica, (1232010133) 5th Semester Student, Class D, Department of Islamic Education Management, Faculty of Tarbiyah and Teacher Training, Undergraduate Program, UIN Sunan Gunung Djati Bandung
Introduction
Research is the heart of knowledge development and educational practice. Through research, policies can be evaluated, managerial practices can be understood, and complex problems can be approached scientifically. Two main approaches widely used are quantitative and qualitative research. Each has different philosophical foundations, characteristics, strengths, and limitations. Yet, these differences make them complementary to one another. This article discusses their fundamental differences as well as their relevance in educational management.
First, Quantitative research is rooted in the positivist paradigm, which views reality as objective, fixed, and measurable. Its assumptions emphasize objectivity, validity, generalization, and causal relationships. The process is deductive: theory is formulated into hypotheses, then tested with numerical data through valid and reliable instruments. Its strengths lie in precision, systematic analysis, and the ability to generate generalizable findings, though its weakness often lies in its inability to capture contextual meaning
Second, Qualitative research, on the other hand, is based on the constructivist paradigm, which views reality as socially constructed, plural, dynamic, and full of meaning. Its focus is not on numbers but on deeper understanding of meaning and participant experiences. The researcher acts as the main instrument, using techniques such as interviews, observations, and document analysis. Validity is maintained through triangulation, member checks, and credibility. Its strength lies in rich and meaningful descriptions, but its limitations include high subjectivity, limited generalizability, and time-consuming processes.
Third,The differences between the two are not only technical but also philosophical. Ontologically, quantitative research assumes a single, objective reality, whereas qualitative research views reality as a social construction. Epistemologically, quantitative research emphasizes researcher–object distance to maintain objectivity, while qualitative research stresses researcher involvement. Methodologically, quantitative research is deductive, structured, and numerical, while qualitative research is inductive, flexible, and narrative.
Fourth, In educational management, the implications of both approaches are clear. Quantitative research is relevant for evaluating programs, policies, and learning outcomes. Qualitative research is useful for case studies on leadership, school culture, and social interactions. Moreover, mixed-methods approaches are often employed to combine the strengths of both: quantitative for measuring outcomes, and qualitative for understanding processes. Thus, research becomes more comprehensive and applicable.
 Conclusion
Quantitative and qualitative research have distinct characteristics, but they complement one another. Quantitative research excels in precision, measurability, and generalization, while qualitative research provides depth of meaning and social context. Understanding their paradigms, characteristics, and implications ensures that research is not merely procedural but also theoretically and practically meaningful. Choosing the right method is the key to producing research that is relevant, applicable, and impactful in the field of education.
Noted: This article is a review of Part 4 (Foundations of Research Methodology in Educational Management: Research Methodology & Types of Research from the Perspective of Paradigms and Data Analysis) from the course material of Research Methods in Management, taught by Prof. Dr. H. A. Rusdiana, M.M, UIN Sunan Gunung Djati Bandung. Â (https://eknows.uinsgd.ac.id/pluginfile.php/1035857/mod_assign/introattachment/0/003-%20Part%20III%20Metodologi%20riset%20dan%20Jenis%20Riset.pdf?forcedownload=1)
