Research methodology is a crucial foundation in educational management, serving not only as an academic requirement but also as a scientific strategy for building relevant knowledge, policies, and practices. The challenges of education demand that students and researchers understand the appropriate paradigms, approaches, and types of research so that the results are not merely descriptive but also capable of providing strategic solutions. In this context, this essay discusses the theoretical foundations of quantitative research, the characteristics of quantitative and qualitative research, and the types of research based on paradigms and data analysis.
Quantitative research is rooted in a positivistic paradigm that emphasizes objectivity, measurement, and verification of theory. This paradigm views reality as singular, measurable, and explained through universal laws. The relationship between theory, hypothesis, and variables provides a logical framework that systematically guides research. Valid instruments and statistical analysis are essential for reliable and generalizable research results. Thus, quantitative research plays a role in generating tested scientific knowledge and supporting evidence-based policies in education.
Quantitative research has the primary goal of testing hypotheses, measuring variables, and explaining cause-and-effect relationships. The procedure is structured through survey, experimental, and ex post facto designs. Numerical data is analyzed using descriptive and inferential statistics to produce objective findings. Its strengths lie in objectivity, generalizability, and replicability, although its limitations include its inability to capture the contextual meaning of social phenomena. In educational management, this approach is particularly useful for measuring the effectiveness of learning methods, the relationship between motivation and learning outcomes, and evaluating educational policies.
Unlike quantitative research, qualitative research is based on interpretive and constructivist paradigms. It focuses on meaning, processes, and a deep understanding of social phenomena. Data collection techniques include interviews, participant observation, and document analysis. Validity is measured through credibility, triangulation, and transferability, not simply statistical figures. Its strength lies in its ability to explore context, narratives, and subjective experiences not captured by quantitative approaches. Thus, qualitative research is an important complement to quantitative research in addressing complex and contextual educational issues.
Types of quantitative research include descriptive, comparative, correlational, and experimental. Qualitative research includes ethnography, phenomenology, case studies, and grounded theory. Meanwhile, mixed methods combine the advantages of both for a more comprehensive understanding. Quantitative data analysis uses descriptive and inferential statistics, while qualitative analysis uses coding, categorization, and thematic analysis. In educational management practice, mixed methods are highly relevant because they can measure program effectiveness while capturing the subjective experiences of students and teachers.
Conclusion
The foundations of educational management research methodology emphasize that research is not merely an academic requirement, but rather a strategic tool for building knowledge and policy. Quantitative research provides the power of objectivity and generalization, while qualitative research provides depth of meaning and context. Mixed-methods research combines the two to ensure educational research is not only empirically valid but also practically relevant. Therefore, mastery of methodology is key to creating high-quality, credible research capable of addressing the challenges of education in the knowledge era.
This article is a review of Part 3 (Fondasi Metodologi Riset Manajemen Pendidikan. Metodologi Riset & Jenis Riset: dari Segi Paradigma dan Jenis Analisis Data) of the teaching materials for the Management Research Methods course taught by Prof. Dr. H. A Rusdiana, M.M.
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