Paradigms, Axioms, and Specific Concepts of Quantitative and Qualitative Research in Education

By: M Tyonazwa Valeztin Nurjaman
Student of 5th Semester, Department of Islamic Educational Management, Class MPI C
State Islamic University (UIN) Sunan Gunung Djati Bandung.

The phenomenon of research in education shows that the paradigms, axioms, and specific concepts used in a study greatly influence the researcher's perspective, the methods applied, and the quality of the research results. In the context of educational management, a deep understanding of these elements is essential so that research not only produces data but also applicable insights for educational practice and policy. Quantitative and qualitative research have different approaches, philosophical foundations, and scientific logic; therefore, the selection of paradigms and methodologies must be adjusted to the purpose of the study.

First, Paradigms of Quantitative and Qualitative Research
Quantitative research is rooted in the positivist paradigm, which views reality as objective, stable, and measurable. Within this paradigm, the researcher maintains distance from the research object to minimize bias and uses theory as a basis for building hypotheses that are later tested through numerical data collection. Statistical analysis becomes the main instrument to find relationships between variables and to produce generalizable findings. Conversely, qualitative research is grounded in constructivism, which sees reality as something formed through human experience, social interaction, and interpretation. The researcher actively engages in data collection through interviews, observations, or case studies to capture the meaning, perception, and social context of the phenomenon being studied.

Second, Axioms Underlying Each Paradigm
Each paradigm has axioms that serve as the foundation for its research logic. In quantitative research, the main axiom is that phenomena can be measured objectively, and cause-and-effect relationships between variables can be systematically tested. Facts and numerical data form the core of research validity. Meanwhile, qualitative research emphasizes that reality is subjective and dynamic, so a deep understanding requires interpretation of the context and experiences of participants. These axioms guide the research design, data collection strategies, and analytical techniques applied to ensure that the results are valid and relevant.

Third, Specific Concepts in Quantitative Research
The key concepts in quantitative research include variables, constructs, indicators, population, sample, reliability, and validity. A construct is an abstract concept translated into measurable indicators --- for example, "job satisfaction," which can be measured through motivation, loyalty, or performance. Population and sample ensure that research results can be generalized, while reliability and validity guarantee the consistency and accuracy of the data collected. Quantitative data, expressed in numerical form, are analyzed statistically to identify patterns, relationships, and general conclusions.

Fourth, Specific Concepts in Qualitative Research
In qualitative research, the main concepts include context, meaning, phenomenon, participants, triangulation, and data saturation. The research focus is on understanding participants' experiences, perceptions, and social interactions. Data are collected through interviews, participatory observations, documents, and narratives, and then analyzed to identify themes, patterns, and deep meanings. Triangulation is conducted to verify findings from multiple sources, while data are collected until saturation is reached --- the point at which no new information emerges.

Natizah, a comprehensive understanding of paradigms, axioms, and research concepts in both quantitative and qualitative studies is crucial for producing educational research that is valid, relevant, and adaptive. Quantitative research emphasizes measurement, numbers, and generalization, while qualitative research emphasizes meaning, context, and social experience. Both approaches complement each other to provide a holistic understanding of modern educational phenomena.

This article is adapted from the Teaching Module of the Course "Research Methods in Islamic Educational Management," Part 5: Paradigms, Axioms, and Specific Concepts of Quantitative and Qualitative Research
https://digilib.uinsgd.ac.id/id/eprint/121673

Lecturer: Prof. Dr. H. A. Rusdiana, M.M.