Global phenomena characterized by the acceleration of digitalization, socio-economic dynamics, and educational inequality demand research that is able to adjust its methods to complex realities. Paradigms, axioms, and specific concepts in both quantitative and qualitative research serve as essential foundations in addressing these challenges. Quantitative research is grounded in positivism, emphasizing objectivity, generalization, and causal relationships, while qualitative research is rooted in constructivism, prioritizing meaning, subjectivity, and social context. The GAP that arises lies in the mismatch between research methods and research problems. Therefore, this paper aims to explain the essence of paradigms, axioms, and research concepts as the foundation of systematic, valid, and meaningful research.
First: Quantitative research is based on the positivistic paradigm, which emphasizes objectivity, causality, and generalization through numerical data. This method is widely used to test hypotheses, discover relationships between variables, and draw broadly applicable conclusions. Meanwhile, qualitative research is rooted in the constructivist paradigm, which prioritizes meaning, subjectivity, and social context. This approach focuses on an in-depth understanding of human experiences and interactions. The two approaches are different but complementary, making it essential for researchers to understand their philosophical and methodological foundations. Such understanding enables researchers to choose strategies that align with the objectives, context, and complexity of the research problems under study.
Second: Problems are the starting point of research and must be specific, relevant, and testable through methodological approaches. Vague or overly broad problems will reduce research quality. To clarify, researchers establish conceptual definitions as a theoretical framework and then derive operational definitions so that the concepts can be measured through selected indicators. The relationship between problems and concepts is crucial because it provides clear direction for research. Without clarity in both, research risks producing only shallow descriptions without scientific contribution. Therefore, the formulation of problems and concepts is the main foundation in developing systematic, valid research that contributes to the advancement of knowledge.
Third: Constructs are abstract representations of certain phenomena, such as motivation, leadership, or innovation. Constructs cannot be directly measured and thus must be bridged through measurable indicators. These indicators are then operationalized into research instruments, such as questionnaires, interview guidelines, or observation sheets. This process is called operationalization, which translates constructs into concrete instruments used to collect data. Validity determines whether the indicators truly reflect the intended construct. Thus, the interrelation of constructs, indicators, operationalization, and validity ensures that research produces accurate and consistent data, while balancing empirical strength with theoretical grounding to explain research phenomena.
Fourth: Phenomena are real-life occurrences that become the focus of research, such as students' low literacy levels or organizational dynamics. Phenomena are then collected in the form of data---numerical in quantitative research and narrative or descriptive in qualitative research. Data are subsequently organized into variables, which are characteristics that can change and become the object of analysis. Variables are categorized as independent, dependent, moderator, or control. In addition, measurement scales---nominal, ordinal, interval, and ratio---determine the accuracy of analysis. The integration of phenomena, data, and variables ensures that research is grounded in empirical reality, measured systematically, and capable of providing meaningful contributions to both theoretical development and practical application.
The essence of paradigms, axioms, and research concepts in both quantitative and qualitative traditions underscores the importance of consistency between problems, concepts, constructs, data, and variables. Quantitative research provides certainty through objective measurement, while qualitative research offers depth in social meaning. A GAP emerges when the chosen method does not align with the complexity of phenomena, thereby creating bias. With a comprehensive understanding, researchers will be able to design systematic, valid, and meaningful studies that contribute significantly to the advancement of science and evidence-based policymaking.
This paper is presented from the Learning Module of the Research Methodology course in Islamic Education Management, Part V: PARADIGMS, AXIOMS, AND SPECIAL CONCEPTS IN QUANTITATIVE AND QUALITATIVE RESEARCH. Lecturer: Prof. Dr. H. A. Rusdiana, M.M
Diwan Ramdani. Born in Bandung on November 11, 2004, he is the first child of Mr. Didin Saripudin and Mrs. Wantini.
Residential Address: Jl. Terusan Buah Batu No. 88, RT. 01, RW. 01, Kec. BuahBatu, Bandung City 40286, Mobile: 087784533410 Email: diwanramdhani075@gmail.com Education: Graduated from Al-Aitaam Elementary School (2011-2017), graduated from Al-Falah Islamic Junior High School (2017-2020), graduated from Riyadhul 'Ulum Wadda'wah Islamic Boarding School (2020-2023) at Tasikmalaya. Currently, she has passed the UIN Sunan Gunung Djati Bandung entrance exam through the UMPTKIN (S1) pathway. Motivation for entering UIN Sunan Gunung Djati: Understanding, mastering, and developing knowledge and insight into the educational system. Motto: Thinking wisely, making the right decisions, for a healthy education.
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