Analysis of Paradigms, Axioms and Specific Concept in Quantitative and Qualitative Research

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

Salma Siti Fauziah /5th Semester Student/D Department of Islamic Education Management, UIN Sunan Gunung Djati Bandun

Research is crucial for understanding social, educational, and technical changes in the modern world. More accurate research is needed for global phenomena, including economic dynamics and digital developments. The basic assumptions of qualitative research, which emphasizes meaning, and quantitative research, which emphasizes objectivity, differ. However, a common problem is the selection of inappropriate research methodologies for complex issues, resulting in biased findings. Therefore, the purpose of this paper is to provide an explanation of the basic concepts, research problems, constructs, indicators, phenomena, data, and variables that form the basis of scientific methodology.

First, Quantitative research is based on a positivistic paradigm that emphasizes numerical measurement and cause-and-effect relationships. This type of research typically uses surveys, experiments, or standardized instruments whose results can be replicated. Conversely, qualitative research is based on the constructivist paradigm, which emphasizes meaning, experience, and social interaction. Data is collected through interviews, observation, or document analysis. Both have advantages and limitations, but they can complement each other. Quantitative methods provide data certainty, while qualitative methods provide in-depth understanding. The choice of method must be tailored to the research objectives so that the results are valid and useful.

Second, The starting point that determines the direction of the research is the research problem. Researchers will find it easier to determine their objectives and approach if they have a clear challenge to solve. Operational definitions explain how to measure these concepts, while conceptual definitions provide theoretical explanations of the concepts used. Theoretically, for example, learning motivation can be explained as an internal drive that is then measured using metrics such as participation in discussions or student attendance. A strong relationship between the problem and the concept is necessary for the research to be descriptive and able to answer scientific questions.

Third,  Constructs are abstract representations of phenomena, such as leadership, motivation, or innovation. Constructs cannot be measured directly, so they need to be broken down into more specific indicators. Indicators help researchers convert abstract concepts into observable real data. In order for indicators to be used, researchers conduct operationalization, which involves designing instruments such as questionnaires, interviews, or measurement scales. Furthermore, the validity of indicators is important to ensure that what is being measured truly corresponds to the intended construct. Without validity, research will lack accuracy and be difficult to justify scientifically.

Fourth, Phenomena are real events that are the focus of research, such as low student literacy or the effectiveness of learning methods. From these phenomena, researchers collect data that can be in the form of numbers (quantitative) or narratives (qualitative). This data is then analyzed through variables that are divided into independent, dependent, moderator, and control variables. Variables allow researchers to systematically test cause-and-effect relationships. In addition, measurement scales are also important, ranging from nominal, ordinal, interval, to ratio. These scales help classify data according to its nature so that the analysis is more accurate. With this understanding, research becomes more focused and scientific.

Although the concepts, axioms, and techniques of quantitative and qualitative research differ, they complement each other. The key to ensuring research validity is selecting constructs and indicators, defining concepts, and identifying the right topics. Proper management of variables, data, and phenomena requires the use of appropriate measurement scales. These components come together to provide a systematic, relevant, and responsible research strategy.

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*) This article is a review of Part V (Paradigms, Axioms, and Specific Concepts of Quantitative and Qualitative Research) from the teaching materials for the Management Research Methods course, taught by Prof. Dr. H. A Rusdiana, M.M (https://digilib.uinsgd.ac.id/id/eprint/121673)