Exploring Scientific Roots: Paradigms, Axioms, and Concepts of Quantitative and Qualitative Research

By Lani Rahmawati (1232010119) 5th Semester Student / Department of Islamic Education Management, Faculty of Tarbiyah and Teacher Training, Bachelor's Degree Program, Sunan Gunung Djati State Islamic University, Bandung.

In the development of educational and social research, global phenomena such as digitization, access gaps, and evidence-based policy demands have emerged. Quantitative and qualitative research are two main approaches with different assumptions: quantitative emphasizes objectivity and generalization, while qualitative emphasizes meaning and context. However, there is a gap when the choice of method is not appropriate for the complexity of the problem, which has the potential to cause interpretive bias. Therefore, this study aims to understand the paradigms, axioms, and key concepts of research so that researchers are able to formulate problems appropriately, choose relevant methods, and produce valid and meaningful findings.

First: In educational research, quantitative and qualitative research play important roles despite originating from different paradigms. Quantitative research is based on positivism, emphasizing numerical measurement, hypothesis testing, and generalization of results through statistical analysis. Conversely, qualitative research is based on constructivism, focusing on meaning, experience, and social interaction using methods such as interviews or observation. Paradigms and axioms form the basis for the direction of research, while validity ensures data quality. Quantitative research emphasizes objectivity, while qualitative research emphasizes contextual depth. Both can be combined in mixed methods to address the complexity of educational issues in a more comprehensive and scientific manner.

Second: Problems and concepts are the foundation of research. Identifying the right problem will determine the focus of the study, while concepts provide a scientific framework. In education, problems can include low digital literacy or ineffective learning methods. Conceptual definitions explain the theoretical meaning of a concept, while operational definitions translate it into measurable indicators. The relationship between problems and concepts is key to ensuring that research is not merely descriptive, but also theoretically and empirically meaningful. With this clarity, research can be academically accountable and make a real contribution to science.

Third: Constructs and indicators serve as a bridge between theory and empirical data. Constructs represent abstract concepts, such as learning motivation or leadership, which are then described through measurable indicators. These indicators are operationalized into research instruments, such as questionnaires, observations, and interviews. Validity plays an important role in ensuring that indicators truly represent the constructs being studied. Without validity, research results can deviate from theoretical objectives. Therefore, consistency between constructs, indicators, operationalization, and validity is an important foundation for ensuring that research is scientifically accountable and produces findings that are relevant to the development of science.

Fourth: Phenomena, data, variables, and measurement scales are important components of research. Phenomena are observable real-world events, data are empirical representations, while variables are characteristics that can be analyzed. In education, the phenomenon of low literacy can be measured through tests (quantitative) or interviews (qualitative). Variables are divided into independent, dependent, moderator, mediator, and control variables. Measurement scales include nominal, ordinal, interval, and ratio scales, which determine the type of analysis. These four aspects are interconnected to produce valid, accurate, and meaningful research, so that the findings can be scientifically justified.

Quantitative and qualitative research play an important role in the development of educational science and policy. Quantitative research emphasizes objectivity, measurement, and generalization, while qualitative research emphasizes meaning, context, and experience. Problems and concepts form the foundation of research through identification, conceptual definition, and operationalization. Constructs and indicators serve to bridge theory with empirical data, while validity ensures measurability and validity. Phenomena, data, variables, and measurement scales form a chain of scientific analysis that maintains accuracy and relevance. By understanding the interrelationships between all these aspects, researchers can produce systematic, valid research that makes a real contribution to science and educational practice.

This article is a review of Part 5 (Paradigms, Axioms, and Concepts of Quantitative and Qualitative Research) from the teaching materials for the Management Research Methods course, taught by Prof. Dr. H. A Rusdiana, M.M. (https://digilib.uinsgd.ac.id/id/eprint/121673).

(Sumber: CV Lani Rahmawati)