How Do Paradigms, Axioms, and Special Concepts Distinguish Quantitative and Qualitative Research?

How Do Paradigms, Axioms, and Special Concepts Distinguish Quantitative and Qualitative Research?

Wildan Putra Bungsu / 5th Semester Student, Class D, Department of Islamic Education Management, Faculty of Tarbiyah and Teacher Training, UIN Sunan Gunung Djati Bandung

Educational research today faces increasingly complex challenges. Many phenomena in learning and school management cannot be adequately explained by numbers alone, while in depth narratives are often considered less scientific. The assumption is that each approach has its own strengths and limitations in addressing educational issues. However, a gap arises when researchers misunderstand the differences between quantitative and qualitative research, causing studies to lose methodological direction. Therefore, understanding the paradigms, axioms, and specific concepts that distinguish the two is essential to ensure research is well directed, comprehensive, and relevant to current educational needs.

First, Quantitative research is grounded in positivism, emphasizing a single reality, objectivity, and empirical measurement. It focuses on cause and effect relationships using numerical data and statistical analysis. In contrast, qualitative research is rooted in constructivism, viewing reality as multiple, contextual, and meaningful. Data are gathered through interviews, observations, and documents to explore participants’ experiences. In educational management, quantitative research suits program evaluation, while qualitative helps understand school culture. Combining both through mixed methods produces comprehensive and meaningful results. 

Second, The research problem forms the foundation of the study’s direction and focus. It must be logical, relevant, and testable. From the problem, key concepts emerge, defined conceptually and operationally. A conceptual definition gives theoretical meaning, while an operational one turns it into measurable indicators. The link between problems, concepts, and theory builds a systematic framework. In educational management, the ability to formulate problems and connect them to theory determines analytical accuracy and academic contribution. 

Third, Constructs represent abstract ideas such as motivation, leadership, or school culture. To make them measurable, constructs are broken into observable indicators, then turned into instruments like questionnaires or interview guides. Indicator validity ensures accurate data and reliable findings. The logical relation among constructs, indicators, and tools guarantees credible results. Thus, research produces not only data but also measurable understanding of educational reality.

Fourth, Phenomena are real events observed by researchers, while data serve as their empirical representations. In quantitative studies, relationships among phenomena are explained through variables independent, dependent, moderator, and control measured by nominal, ordinal, interval, or ratio scales. The accuracy of these determines validity. In qualitative research, phenomena are understood through meaning and context. Both stress that data interpretation must align with research goals and paradigms .

Paradigms, axioms, and research concepts form the foundation of good research. Quantitative emphasizes objectivity and measurement, while qualitative focuses on meaning and context. Rather than opposing, they complement each other. Integrating them through mixed methods makes research more comprehensive, valid, and relevant to solving real educational challenges.

This paper is a review of Part 5: How Do Paradigms, Axioms, and Special Concepts Distinguish Quantitative and Qualitative Research?, taught by Prof. Dr. H. A. Rusdiana, M.M. (https://eknows.uinsgd.ac.id/)

Personal Photo (Source: Personal Document)