By: Qori Azzahrawani_1232010091
Fifth-Semester Student, Islamic Education Management Department (S1), MPI Class C Sunan Gunung Djati State Islamic University, Bandung.
In the era of globalization and technological disruption, educational research in Indonesia still faces the phenomenon of low methodological literacy, resulting in simple descriptive research. The assumption is that many students are capable of using methods but do not yet understand the philosophical framework underlying them. The gap between technical methods and research methodology is a major problem in producing valid and policy-relevant findings. Therefore, this paper aims to emphasize the urgency of a foundational research methodology as a strategic pillar in the development of educational management, so that research can address challenges and make a real contribution to educational transformation.In the era of globalization and technological disruption, educational research in Indonesia still faces the phenomenon of low methodological literacy, resulting in simple descriptive research. The assumption is that many students are capable of using methods but do not yet understand the philosophical framework underlying them. The gap between technical methods and research methodology is a major problem in producing valid and policy-relevant findings. Therefore, this paper aims to emphasize the urgency of a foundational research methodology as a strategic pillar in the development of educational management, so that research can address challenges and make a real contribution to educational transformation.
First: Quantitative research is rooted in a positivistic paradigm that emphasizes objectivity, measurement, and causal relationships. Its fundamental assumption is that reality can be empirically measured through theories, hypotheses, and operationalized variables. Research instruments are essential tools for ensuring the validity and reliability of data. In the context of educational management, this foundation provides a systematic scientific framework for producing measurable, generalizable, and policy-relevant findings.
Second: Quantitative research is primarily characterized by hypothesis testing, variable measurement, and statistical analysis of numerical data. Research designs such as experiments, surveys, or ex post facto methods are used to maintain objectivity and replicability. The strength of this approach lies in the generalizability of research results, although its limitations are evident in the difficulty of understanding deeper social contexts. Therefore, its use must be done with full awareness of its advantages and disadvantages.
Third: Meanwhile, qualitative research is based on an interpretive and constructivist paradigm that emphasizes a deep understanding of meaning, processes, and experiences. Techniques such as interviews, participant observation, and document analysis enable researchers to capture social realities contextually. The strength of this research lies in its credibility, transferability, and depth of analysis, although it is difficult to generalize and prone to subjectivity. Nevertheless, qualitative research remains crucial for uncovering the complexities of education that cannot be reduced to mere numbers.
Fourth: As research develops, it is differentiated based on paradigms, encompassing quantitative, qualitative, and mixed methods. Mixed-methods research emerges as an integrative approach that combines quantitative strengths in measurement with qualitative strengths in understanding meaning and context. This approach produces a more comprehensive, valid, and relevant understanding. In educational management, mixed methods is an effective strategy for formulating objective, data-driven policies while also addressing complex social dimensions.
Research methodology is a crucial foundation for the development of educational management. A deep understanding of quantitative and qualitative paradigms, along with their integration through mixed methods, enables research to produce objective and contextual findings. The weakness of methodological literacy in Indonesia demonstrates a gap between the use of technical methods and a more fundamental philosophical understanding. By strengthening methodological foundations, research becomes not only an academic requirement but also a strategic instrument capable of providing precise recommendations, addressing educational challenges, and encouraging innovation in managerial practice and policy.
Qori Azzahrawani. Born in Bandung on December 12, 2004, she is the second child of Mr. Enang Cahyadi and Mrs. Neni Rosmini.
Residential Address: Jl. Sadang, Sukasari Village, RT/RW 02/02, Cileunyi District, Bandung Regency, 40621. Mobile: 083850975844 Email: qoriazzahrawani@gmail.com Education: Graduated from SDN Cinunuk 01 in 2011-2017, SMP Bakti Nusantara 666 in 2017-2020, SMP Bakti Nusantara 666 in 2020-2023, and SMP Bakti Nusantara 666 in 2023-present. Passed the UIN Sunan Gunung Djati Bandung entrance exam through the UMPTKIN (S1) pathway.
Motivation for entering UIN Sunan Gunung: To develop the knowledge gained at Smk Bakti Nusantara 666, to elevate the status of my parents, and to become a graduate of UIN Sunan Gunung Djati Bandung who is beneficial to my family and society.Â
