Ragil Raesandi Baehaki / Student of MPI Department 5E, Faculty of Tarbiyah and Teacher Training PTK UIN Sunan Gunung Djati Bandung
Preface
The development of educational research shows a paradigm shift from merely collecting data toward the use of more complex methodologies, in line with the demands of the big data era. The basic assumption is that quantitative research emphasizes objectivity and generalization, while qualitative research emphasizes subjectivity and meaning. However, there is a gap between mastery of technical methods and a deep understanding of methodology, so that many studies remain only simple descriptive. This issue has led to weak relevance of research to the needs of educational management. The purpose of this paper is to explain the differences, strengths, limitations, and implications of quantitative and qualitative research for the development of education.
First: The paradigms of quantitative and qualitative research differ fundamentally in how they view reality. Quantitative research assumes that reality is objective, measurable, value-free, and that results can be generalized through statistical analysis. In contrast, qualitative research is based on the view that reality is subjective, plural, and constructed through social interaction, so its focus is to explore deep meaning. From the perspective of ontology, epistemology, and methodology, quantitative research is objective, deductive, and number-based, whereas qualitative research is constructive, inductive, and narrative-based. In the context of educational management, the two complement each other: quantitative evaluates achievements, while qualitative understands social dynamics.
Second: The characteristics of quantitative research emphasize clearly defined and measurable research problems with the aim of testing pre-established hypotheses. The types of data used are usually numbers or test results that can be statistically analyzed. Its instruments are standardized so that the results can be objectively validated. In contrast, qualitative research emphasizes the exploration of the meaning of phenomena using narrative data obtained through interviews, observations, or documents. The researcher acts as the main instrument in both collecting and interpreting data, so validity is obtained through triangulation. Qualitative analysis is conducted inductively by searching for themes and meanings.
Third: Both quantitative and qualitative research have complementary strengths and limitations. Quantitative research excels at producing objective, measurable data that can be generalized to larger populations, making it very useful in studies requiring numerical certainty and prediction. However, this approach is less able to capture social contexts and the deeper meanings behind phenomena. Meanwhile, qualitative research is very strong in exploring experiences, meanings, and the complexity of a phenomenon holistically. However, its results are more vulnerable to researcher subjectivity and difficult to generalize, making its application more limited compared to quantitative research.
Fourth: In educational management, each approach has different implications. Quantitative research is more relevant for evaluating program effectiveness, measuring teacher performance, and assessing student learning outcomes using numerical data. Meanwhile, qualitative research is more appropriate for school management case studies, especially to understand leadership dynamics, organizational culture, and social interactions among school members. A combination of both or mixed methods becomes a strategic choice to obtain a more comprehensive research picture. Students are expected to be able to choose the right approach according to their research goals, whether focusing on variable relationships, exploring phenomena, or integrating both.
Quantitative research is based on objectivity and generalization, while qualitative research emphasizes subjectivity and meaning, so the two complement each other in educational management. Quantitative focuses on hypotheses, numerical data, standardized instruments, and statistical analysis, while qualitative explores phenomena through narrative data with the researcher as the main instrument and thematic analysis. Quantitative excels in producing measurable and generalizable data but is weak in capturing context, while qualitative is able to explore deep experiences but is vulnerable to subjectivity and difficult to generalize. In educational management, quantitative is effective for evaluating outcomes and policies, qualitative for understanding social dynamics in schools, and the combined method can provide more comprehensive research results.
This writing is summarized from the Teaching Module of the Research Methods in Management Course Part 4, Lecturer Prof. Dr. HA Rusdiana, MM
https://digilib.uinsgd.ac.id/id/eprint/121673
