Paradigm, Axioms, and Research Concepts in Quantitative and Qualitative Studies: Contradictory or Complementary?

By: Dina Nurfadilah

The phenomenon developing in the field of educational research shows that research is a fundamental pillar in building sound theories, policies, and practices. Without research, education would rely merely on intuition or habits, rather than on data and scientific analysis. Two main approaches dominate this field: quantitative and qualitative research. These approaches are often perceived as contradictory, even opposed, yet in reality, they complement one another. Quantitative research emphasizes objective measurement, causal relationships, and generalization of results, while qualitative research focuses on deep meaning, social interaction, and subjective experience. When both approaches are properly managed and integrated, the outcomes become more comprehensive, balanced, and relevant to the needs of society and education. Thus, understanding paradigms, axioms, and key research concepts is crucial for students and educational practitioners alike.

First: Core Concepts in Quantitative and Qualitative Research
Quantitative research is grounded in the positivist paradigm, emphasizing numerical measurement, causal relationships, and generalization. Data are collected through standardized instruments such as surveys or experiments and analyzed statistically. In contrast, qualitative research is based on the constructivist paradigm, emphasizing meaning, experience, and social interaction. Data are collected through interviews, observations, or documents. Both approaches complement each other and can be integrated through mixed methods to provide richer insights.

Second: Problems and Concepts in Research
A research problem serves as the starting point that defines the study's direction. It must be clear, specific, relevant, and testable using scientific methods. Concepts are then structured through conceptual definitions grounded in theory and further elaborated into operational definitions to be measured using indicators. The relationship between problems and concepts is crucial: problems without concepts remain vague, while concepts without problems lack focus. The integration of both ensures that research contributes theoretically and empirically.

Third: Constructs and Indicators of Conceptual Facts
Constructs are abstract representations of concepts, such as transformational leadership or learning motivation. To be studied, constructs must be translated into measurable indicators, such as student attendance, classroom participation, or achievement. These indicators are then operationalized into research instruments, including questionnaires, Likert scales, interviews, or observations. The validity of indicators is critical since only accurate indicators can ensure that the data truly represent the construct being studied.

Fourth: Phenomena, Data, and Variables
Phenomena are empirical occurrences that draw researchers' attention, such as low student motivation. These phenomena are transformed into data---numerical (quantitative) or narrative (qualitative). The data are then analyzed using variables, which can be independent, dependent, moderating, mediating, or control variables. To measure variables, four scales are used: nominal, ordinal, interval, and ratio. The accuracy of measurement scale selection significantly influences the quality of analysis, objectivity, and the meaning of research findings.

Scientific research cannot be separated from a comprehensive understanding of paradigms, axioms, concepts, constructs, indicators, phenomena, data, and variables. All these elements are interconnected, forming a consistent, methodical, and accountable framework of thought. With this foundation, research not only produces theories but also provides solutions to real-world problems.

This article is adapted from the Teaching Material of the Research Methodology Course, Part 5, by Prof. Dr. A. Rusdiana, M.M.
(https://digilib.uinsgd.ac.id/id/eprint/121673)