Strengthening the Foundation of Research Methodology in Educational Management to Realize Comprehensive and Contextual Studies Â
(By Wildan Putra Bunsgu (1232010142), 5th Semester Student/D, Islamic Education Management Study Programme, Faculty of Tarbiyah and Teacher Education, Undergraduate Programme, UIN Sunan Gunung Djati Bandung)
IntroductionÂ
Education faces complex problems that cannot be addressed merely through intuition or outdated practices. Policy phenomena that miss the mark reveal a gap between theory and practice. The assumption is that systematic, logical, and empirical research can bridge this gap. The problem arises when research is not made the basis of policy, so educational decisions often remain speculative. The purpose of research is to present valid data and accountable analysis so that education becomes more measurable, equitable, and capable of driving innovations aligned with societal needs,
First, the quantitative paradigm is rooted in positivism, which emphasizes a single reality, objectivity, and empirical data. Quantitative research assumes that researchers remain neutral, findings are generalizable, and relationships among variables are explained causally. The connection between theory, hypothesis, and variables forms a logical framework: theory generates hypotheses, which are then tested with measurable variables. Valid and reliable instruments such as questionnaires or tests are essential requirements. Data are analyzed using both descriptive and inferential statistics. Its strengths lie in high objectivity, wide generalization, and ease of replication. However, quantitative research often fails to capture complex social meanings due to its heavy focus on numbers.
Second, quantitative research is structured, with its main purposes being hypothesis testing, variable measurement, and causal explanation. Research procedures are conducted through experiments, surveys, or ex post facto methods in a systematic manner. The data collected are numerical and analyzed through descriptive or inferential statistics. The advantages of this approach are that findings are objective, generalizable, and replicable by other researchers. Yet its limitations lie in neglecting social meanings, making quantitative studies less able to explain the deeper contextual dimensions of education.
Third, unlike the quantitative approach, qualitative research is based on interpretivist and constructivist paradigms. Reality is viewed as multiple, contextual, and socially constructed. The focus of the research is to uncover meaning, understand processes, and trace participants’ lived experiences. Data collection techniques include interviews, participant observation, and document analysis. Validity is ensured through triangulation, member checks, credibility, and transferability. Its strengths are a deep understanding of school culture, classroom dynamics, and teacher–student interactions. However, qualitative research is difficult to generalize, prone to researcher subjectivity, and time-consuming. Even so, this approach is highly relevant for exploring dimensions of education that cannot be captured through statistics.
Fourth, research types in educational management vary according to paradigm and research objectives. In quantitative studies, there are descriptive research to portray phenomena, comparative research to compare groups, correlational research to examine relationships among variables, and experimental research to test causal effects. In qualitative studies, research types include ethnography, phenomenology, case studies, and grounded theory. Each has its own strengths and limitations. Therefore, mixed-methods research was developed to combine the advantages of both so as to produce more comprehensive findings. Data analysis also varies: quantitative research employs descriptive and inferential statistics, while qualitative research uses coding, categorization, and thematic analysis to uncover patterns of meaning..
Quantitative research emphasizes objectivity and generalization, while qualitative research explores meaning and social context. Both have their strengths and limitations. The integration of both approaches through mixed-methods leads to research that is more holistic, comprehensive, and contextual..
This article is a review of Part 3 (Foundations of Educational Management Research Methodology. Research Methodology and Types of Research: from the Perspective of Paradigms and Types of Data Analysis) from the teaching materials for the Management Research Methods course, taught by Prof. Dr. H. A Rusdiana, M.M (https://eknows.uinsgd.ac.id/)
