Understanding the Paradigma, Axioms,and Special concepts of Quantitative and Qualitative Research

Understanding the Paradigm, Axioms, and Special Concepts of Quantitative and Qualitative Research
Rini Yuliawati, Undergraduate Student, UIN Sunan Gunung Djati Bandung, MPI Study Program (Islamic Education Management), Class VE
the phenomena show that the quality of educational policies and practices largely depends on valid and accountable data. however, there is often an imbalance between quantitative research that focuses only on numbers and qualitative research that offers rich meaning but is difficult to generalize. therefore, choosing the right method—quantitative, qualitative, or a combination of both—is essential to produce more comprehensive research results.globally, issues such as the digital and educational inequality demand adaptive research methodologies. in indonesia, evidence-based policy is increasingly emphasized, while regional cooperation, such as within encourages the harmonization of research methods. quantitative research is based on a positivistic paradigm that emphasizes objectivity and generalization, whereas qualitative research relies on a constructivist paradigm that focuses on meaning and context.by understanding the paradigms, axioms, and fundamental concepts of research, researchers can select the most appropriate method and produce meaningful findings that contribute to the development of science, policy, and educational practice
First: Quantitative research is based on a positivistic paradigm that emphasizes objectivity, numerical measurement, and the regularity of relationships between variables. Its main goals are to test hypotheses, discover cause-and-effect relationships, and produce generalizations. Meanwhile, qualitative research is rooted in the constructivist paradigm, which emphasizes meaning, experience, and social interaction. The data collected are usually in the form of in-depth interviews, participatory observations, or document analyses. A research paradigm serves as a framework that guides researchers in viewing reality, selecting methods, and determining the criteria for truth. In quantitative research, the positivistic paradigm adheres to the axioms of objectivity, generalization, and causality, while qualitative research, under the constructivist paradigm, follows the axioms of subjectivity, contextuality, and the plurality of meanings.
Second: Problem identification is the initial stage in research that determines the focus of study. The research problem must be specific, relevant to the scientific context, and testable through methodological approaches. A conceptual definition provides a theoretical explanation of the concept being studied, while an operational definition is a derivative of the conceptual definition that explains how a concept is measured or observed in research. The relationship between problems and concepts determines the research direction. The identified problem must be explained using appropriate concepts so that the study has a strong theoretical and empirical foundation.
Third: A construct is an abstract representation of an observed phenomenon, such as learning motivation, leadership, or innovation. Constructs are conceptual and cannot be measured directly but are formulated through theories or scientific frameworks. Indicators are measurable variables that show the presence or intensity of a construct. They must be clear, specific, and relevant to the conceptual definition of the construct. Operationalization is the process of translating indicators into instruments that can be used for data collection. In quantitative research, operationalization is often conducted using measurement scales such as the Likert scale, rating scales, or tests.
Fourth: In educational management, the distinction between quantitative and qualitative research has strategic implications. Phenomena, data, and variables are key components in research. A phenomenon refers to the observable event or issue being studied; data are the empirical representations of that phenomenon; and variables are characteristics that can change and be analyzed. For research to be well-directed, it is necessary to understand the types of variables and appropriate measurement scales. Data represent the observed phenomena and are collected for analysis quantithttps://digilib.uinsgd.ac.id/id/eprint/121673)