Paradigm, Axioms, and Key Concepts of Quantitative and Qualitative Research

Selva Nurliana/Undergraduate Student, UIN Sunan Gunung Djati Bandung, MPI Study Program (Islamic Education Management), Class VE

The phenomenon of research development in the fields of social sciences and education shows the existence of two major paradigms: quantitative and qualitative. Both have their strengths and limitations but complement each other in understanding reality. A common issue that arises is the lack of understanding of the fundamental concepts of research---ranging from problem formulation, constructs, and indicators, to variables. This paper aims to provide a concise overview of these key concepts so that research can be conducted in a more systematic, valid, and meaningful manner.

Quantitative research is based on the positivist paradigm, which emphasizes objectivity, numerical measurement, and generalization. This approach excels in testing hypotheses, discovering cause-and-effect relationships, and producing verifiable data. In contrast, qualitative research is grounded in the constructivist paradigm, which emphasizes meaning, context, and the subjectivity of social interactions. Its purpose is to understand phenomena in depth from the perspective of participants. Although different, both approaches complement each other in providing a comprehensive picture of social and educational realities.

The research problem serves as the starting point that determines the direction of a study. The identification of a problem must be clear, specific, relevant, and methodologically testable. Once the problem is formulated, the researcher uses concepts as a framework for thinking. These concepts are explained through conceptual (theoretical) and operational (practical) definitions so that they can be properly measured. A strong relationship between the problem and the concept is an essential requirement for producing valid and meaningful research.

Constructs are abstract representations of phenomena---such as learning motivation or leadership---that cannot be measured directly. To make them measurable, constructs are broken down into relevant indicators. These indicators are then operationalized through research instruments such as questionnaires, tests, interviews, or observations. The validity of indicators plays a crucial role in ensuring that what is measured truly reflects the intended construct. Thus, the interconnection among constructs, indicators, operationalization, and validity forms the fundamental basis for ensuring research quality.

A phenomenon refers to observable realities, such as low student learning motivation. This phenomenon is represented in the form of data, whether quantitative (numbers) or qualitative (narratives, texts, or images). The data are then processed using variables, which may be independent, dependent, moderating, mediating, or control variables. To obtain accurate research results, appropriate measurement scales---such as nominal, ordinal, interval, or ratio---are employed.

This entire process ensures that research possesses a strong empirical foundation and remains theoretically relevant. With a clear understanding of paradigms, problems, concepts, constructs, indicators, phenomena, data, and variables, research is expected to contribute meaningfully to the development of knowledge and the practice of education.

This article is an excerpt from the teaching module for the Internship Course by Lecturer Prof. Dr. A. Rusdiana, M.M.(https://digilib.uinsgd.ac.id/id/eprint/121673)