Research Paradigms and Methods in Education Management

Research Paradigms and Methods in Education Management 

By Wafda Khalida (1232010146)  5th Semester Student/D Department of Islamic Education Management, Faculty of Tarbiyah and Teacher Training, Bachelor's Degree UIN Sunan Gunung Djati Bandung  

With the emergence of big data and artificial intelligence, there has been a shift from data collection to more complex methodologies in educational research.  Thus, the quality of research results and policy recommendations will be influenced by the quality of the methodology.  However, there is still a difference between mastering research techniques and understanding methodology strategically and philosophically.  Therefore, this paper aims to discuss the foundations of educational management research methodology so that students can choose the most appropriate approach to the educational issues they are studying. 

First: Quantitative research has a solid theoretical foundation through the positivistic paradigm, basic assumptions of objectivity, generalization, and causality, the interrelationship between theory, hypothesis, and variables, and the important role of instruments and data measurement. This approach emphasizes standardized measurement, statistical testing, and variable control to produce valid, reliable, and generalizable data. Thus, quantitative research is capable of providing systematic, objective, and widely applicable scientific knowledge, especially in the field of education. 

Second: Quantitative research has the main characteristics of testing hypotheses, measuring variables objectively, and explaining cause-and-effect relationships. The research procedure is carried out through systematic and measurable experimental designs, surveys, and ex post facto studies. Numerical data analysis using statistics is the main tool for drawing conclusions and generalizations. The advantages of quantitative research lie in its objectivity, replicability, and generalizability, while its limitations relate to a lack of understanding of the context and meaning of social phenomena. By understanding these strengths and limitations, quantitative research can be used more appropriately in education. 

Third: Based on interpretive and constructivist paradigms, qualitative research emphasizes meaning, process, and in-depth understanding of social phenomena.  Its data collection methods, which involve participant observation, interviews, and document analysis, produce rich contextual descriptions.  Credibility or validity is determined through triangulation, member checking, and researcher involvement. Qualitative research is highly effective in exploring complex social meanings and dynamics, although it is limited in terms of generalization and prone to subjectivity. Therefore, this research serves as an important complement to quantitative research related to the development of educational science. 

Fourth: Research in educational management can be classified based on the paradigm and data analysis techniques used. Quantitative research is based on a positivistic paradigm with a focus on measurement, hypothesis testing, and causal relationships through statistics. Qualitative research uses an interpretive paradigm to explore meaning, processes, and context in depth. Mixed-methods research combines both, resulting in a more comprehensive and valid understanding. Quantitative data analysis uses descriptive and inferential statistics, while qualitative analysis uses coding and thematic analysis. Choosing the right method strengthens the validity, credibility, and relevance of the research results. 

Thus, educational management research methodology is the basis for credible, valid, and useful research. Qualitative research prioritizes interpretive and constructivist paradigms, which emphasize meaning, context, and credibility through observation, interviews, and documents. On the other hand, quantitative research is based on a positivistic paradigm, which emphasizes objectivity, measurement, generalization, and cause-and-effect relationships through the use of standardized instruments and statistical analysis. Combining the two in a mixed approach provides a broader understanding. Therefore, research methodology is not only an academic necessity; it is a strategic tool for building educational science and policy.

This paper is a review of Part 3 (Foundations of Educational Management Research Methodology. Research Methodology & Types of Research: From the Perspective of Paradigms and Types of Data Analysis) from the teaching materials for the course Research Methods in Management, taught by Prof. Dr. H. A Rusdiana, M.M (https://eknows.uinsgd.ac.id/mod/assign/view.php?id=301948). 

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