Foundations of Educational Management Research Methodology Towards a Strong Paradigm and Data Analysis

Author: Dini Mulyani, Undergraduate Student in Islamic Education Management, Faculty of Tarbiyah and Teacher Training, UIN Sunan Gunung Djati Bandung / VD

The development of educational research has led to a gap between technical understanding of methods and methodological depth. Many studies are still descriptive in nature, even though educational policy and management require more systematic data analysis. The assumption that the quality of methodology is directly proportional to the quality of research results confirms the existence of a gap that needs to be bridged. This article aims to discuss the foundations of educational management research methodology through four main points: the theoretical basis of quantitative research, the characteristics of quantitative research, the characteristics of qualitative research, and the types of research based on paradigms and data analysis.

First, quantitative research is rooted in the positivist paradigm that emphasizes objectivity, measurement, and generalization. Reality is viewed as singular and systematically observable. The relationship between theory, hypothesis, and variables forms a logical framework that ensures scientific validity. Research instruments such as questionnaires play an important role in converting abstract concepts into measurable indicators. The basic assumptions of quantitative research include objectivity, generalization, and causality, which together build a consistent model for explaining educational phenomena.

Second, the main characteristics of quantitative research are testing hypotheses, measuring variables, and finding cause-and-effect relationships. The procedures are structured, for example through experiments, surveys, or ex post facto designs. Numerical data forms the basis of analysis, processed with descriptive and inferential statistics to produce objective conclusions. The advantages of this approach lie in its objectivity, replicability, and potential for generalization. However, its limitation is that it is less able to capture complex social contexts, so it needs to be complemented with other methods.

Third, qualitative research is based on interpretive and constructivist paradigms, which emphasize meaning, process, and deep understanding. Researchers play an active role in exploring participants' experiences through interviews, participant observation, and document analysis. Validity is referred to as credibility, achieved through triangulation and member checks. The strength of qualitative research lies in the depth of analysis, although it has limitations in generalization and potential subjectivity. Thus, it is an important complement to quantitative research.

Fourth, research types are distinguished according to paradigm and data analysis techniques. Quantitative research includes descriptive, comparative, correlational, and experimental research, while qualitative research includes ethnography, phenomenology, case studies, and grounded theory. Mixed-methods combine both, utilizing the strengths of quantitative research in generalization and qualitative research in contextual understanding. Quantitative data analysis uses statistics, while qualitative analysis emphasizes coding, categorization, and thematic analysis. This combination enhances the validity and relevance of research in educational management.

The methodological foundation of research in educational management requires a thorough understanding of paradigms, approach characteristics, and types of data analysis. Quantitative offers objectivity and generalization, qualitative provides depth of meaning, while mixed-methods bridges the two. By mastering the methodological foundations, researchers can produce research that not only meets academic demands but is also relevant to educational policy and practice. Therefore, research methodology must be placed as a strategic pillar in building the quality of educational management.

*This article is a review of Part 3 (Foundations of Educational Management Research Methodology. Research Methodology & Types of Research: from the Perspective of Paradigms and Types of Data Analysis) from the teaching materials for the course Research Methods in Management, taught by Prof. Dr. H. A Rusdiana, M.M.
Reference: https://eknows.uinsgd.ac.id/pluginfile.php/1035857/mod_assign/introattachment/0/003-%20Part%20III%20Metodologi%20riset%20dan%20Jenis%20Riset.pdf?forcedownload=1