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Muhamad Sidqi Mujahid
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Study on Paradigsm, Axioms, and Special Concept of Qualitative and Quantitative research

6 Oktober 2025   15:53 Diperbarui: 6 Oktober 2025   15:53 9
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By: Muhamad Sidqi Mujahid 

Scientific research is not merely oriented toward data collection techniques, but must be grounded in paradigms, axioms, and specific concepts that serve as its philosophical foundation. In the academic world, many studies remain technical and simply descriptive, lacking an understanding of the underlying paradigm, thus becoming reductive and serving only as a fulfillment of academic requirements. This emphasizes that the two approaches play different yet complementary roles. However, there exists a gap between technical mastery and philosophical knowledge, making the study of paradigms, axioms, and special concepts in quantitative and qualitative research crucial for strengthening methodological awareness as well as improving research quality.

First, quantitative research is based on the positivistic paradigm, which emphasizes objectivity, numerical measurement, and the regularity of relationships among variables. Data are usually collected through surveys, experiments, or standardized instruments. Statistical analysis is used to process the data so that research findings can be verified and replicated. In the context of education, quantitative research is often used to evaluate program effectiveness, such as measuring the impact of new teaching strategies on student learning outcomes. Meanwhile, qualitative research is rooted in the constructivist paradigm, which emphasizes meaning, experience, and social interaction. Data are usually collected through in-depth interviews, participatory observation, or document analysis. This approach is highly relevant in educational studies, for instance in exploring students' learning experiences, teacher--student relationships, or school culture. Its strength lies in providing in-depth understanding of complex social realities, though it is often considered less representative due to its contextual nature.

Second, problems and concepts are the starting points in the research process. Proper problem identification determines the direction of the study, while clear concepts provide a structured theoretical framework. The first step is problem identification---"the initial stage in research that determines the focus of the study." Research problems must be specific, relevant to the scientific context, and testable through a particular methodological approach. The second is conceptual definition---"a theoretical explanation of the concept that becomes the focus of the research." This definition is formulated based on existing theories or literature, thus providing a scientific framework. The third is operational definition---"derived from the conceptual definition, explaining how a concept is measured or observed in the research." Finally, the relationship between problems and concepts determines the research direction.

Third, constructs and indicators serve as bridges between theory and empirical data. Constructs represent abstract concepts, while indicators make them measurable. A construct is "an abstract representation of observed phenomena, such as learning motivation, leadership, or innovation." Indicators are "variables that can be measured to indicate the presence or intensity of a construct." Indicators must be clear, specific, and relevant to the construct's conceptual definition. Operationalization is "the process of translating indicators into instruments that can be used to collect data." Furthermore, indicator validity refers to the extent to which an indicator truly represents the construct under study. Validity includes several forms, such as content validity, construct validity, and criterion-related validity.

Fourth, phenomena, data, and variables are key components in research. Phenomena are observable realities that become the focus of study, data are empirical representations of those phenomena, and variables are characteristics that can change and be analyzed. To ensure well-directed research, it is essential to understand the types of variables and the appropriate measurement scales.

Thus, quantitative research is grounded in the positivistic paradigm that emphasizes objectivity, while qualitative research is rooted in the constructivist paradigm that emphasizes meaning. Problems and concepts are the starting points in the research process; therefore, proper problem identification determines the research direction. Constructs and indicators serve as bridges between theory and empirical data. Furthermore, phenomena, data, and variables are essential components of research.

This paper is presented from the Teaching Module of the Course "Research Methods in Islamic Educational Management," Part 5: Paradigms, Axioms, and Special Concepts of Quantitative and Qualitative Research, Lecturer: Prof. Dr. H. A. Rusdiana, M.M. (https://digilib.uinsgd.ac.id/id/eprint/121673)

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