By: Qori Azzahrawani_1232010091Â
Fifth-Semester Student, Islamic Education Management Department (S1), MPI Class C Sunan Gunung Djati State Islamic University, Bandung.
In the realm of research, paradigms, axioms, and concepts of qualitative and quantitative research serve as essential foundations. Social, educational, and technological phenomena exhibit complexities that demand diverse approaches. The basic assumptions of quantitative research rest on objectivity and generalization, while qualitative research emphasizes meaning and context. Key gaps often arise when methods are not aligned with the nature of the problem, triggering bias and misinterpretation. Therefore, the purpose of this discussion is to clarify the relationship between phenomena, assumptions, and methodology so that research produces valid, relevant, and meaningful findings.
First: The research paradigm serves as a framework that determines how researchers understand reality. In quantitative research, the positivistic paradigm is based on the axioms of objectivity, generalization, and causality. In contrast, qualitative research is rooted in constructivism, with its axioms of subjectivity, contextuality, and plurality of meanings. These differences create unique yet complementary methodological orientations in understanding phenomena. By recognizing these underlying axioms, researchers can formulate consistent research questions, develop appropriate methodological designs, and produce valid and scientifically accountable knowledge.
Second: The research problem is the starting point for the scientific process. Problem identification must be clear, specific, relevant, and testable through a specific methodological approach. Concepts serve as a theoretical framework that explains the problem, encompassing conceptual and operational definitions to avoid multiple interpretations. The relationship between the problem and the concept is key to the meaningfulness of research, as empirical phenomena are bridged by theory. Without this connection, research becomes merely an empty description. With consistency between the problem, concept, and method, research can make a real contribution both academically and practically.
Third: Constructs represent abstract concepts that cannot be directly measured, such as learning motivation or leadership. Indicators are then selected to make the construct measurable through empirical data. The operationalization process transforms the indicators into instruments, such as questionnaires, observations, or interviews. Indicator validity ensures consistent measurability and relevance to the theoretical construct. Research quality is determined by construct clarity, indicator specification, operationalization accuracy, and validity assurance. Without these four elements, research is vulnerable to bias. Therefore, the integration of theory and data is absolutely necessary to produce quality research.
Fourth: A phenomenon is an empirical phenomenon that drives research. Data represents the phenomenon, in the form of numbers in quantitative research or narratives in qualitative research. Variables serve as units of analysis, such as independent, dependent, moderator, or control variables. To achieve accurate analysis results, a measurement scale must be selected, ranging from nominal, ordinal, interval, to ratio. This scale ensures the accuracy of statistical analysis. In qualitative research, data is understood through themes and meanings. Phenomena, data, variables, and scales form a crucial chain that determines the validity of the research.
A thorough understanding of paradigms, axioms, concepts, constructs, phenomena, data, and variables is the foundation of scientific research. Paradigms guide thinking, axioms provide basic beliefs, concepts clarify problems, and constructs bridge theory and data. Phenomena, data, and variables then provide concrete form to research analysis. When all these elements are consistently understood, research is not only methodologically sound but also meaningful in its scientific contribution. Thus, research can address real-world problems while enriching the body of academic knowledge.
*This article is presented from the Teaching Module for the Islamic Education Management Research Methods Course Part V: PARADIGM, AXIOMS, AND SPECIAL CONCEPTS OF QUANTITATIVE AND QUALITATIVE RESEARCH (https://eknows.uinsgd.ac.id/mod/assign/view.php?id=302585) Lecturer: Prof. Dr. H. A. Rusdiana., M.M
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.
