CHARACTERISTICS AND PRINCIPLES OF QUALITATIVE RESEARCH

By Group 1:
Indah Nurazizah (1808103022)
Meiliana Putri (1808103091)
Syifa’a Nur Afiyah (1808103155)
Habib Bakhrun Rozaq (1808103205)
Kinanti Wahyuningsih (1808103205)

A. Characteristic of Qualitative Research

1. Case study
According to the sutopo (2002) by considering some restrictions on qualitative
research, it is understood that qualitative research is in effect a case study. All case
studies in qualitative research are contextual. The case study researcher directed his
description in detail and depth about the portrait of the condition in a context, about
what actually happened in the field. Case studies are divided into:

a. embedded case study

The main focus of research has been determined from early on before
researchers went into the field. From the outset, problems have been set in place to
guide the direction of research in the field. Things that were irrelevant to the
problem were ignored, so the research over focus, and the original design of the
research remained in accordance with the initial formula.
b. grounded research
The researcher were open, without prejudice, by not formulating the question
that led to the focus of certain problems, since the subject of studies varied and
unknown to or unknown to researchers.

2. Single and dual case

An examination is of the same characteristics or uniform, the qualitative study
is still referred to as a single case study. A dual case study approach requires more
than one kind of research target and has distinct characteristics. The study can be done
in one place or location or in some of the research locations. It would still be called a
double case study if the study had two or more characteristics
3. Current problem
 The subject of the events studied is not as ancient as in historical research.
Thus qualitative research is emitting with the objectives of his diverse research. The
main interest is laid on real events in the original world, not just an existing report
(van maanen, in sutopo, 2002)

4. Natural Setting
Qualitative research topics are generally directed at genuine conditions, where
they are, and when the research subjects are. In qualitative research, researchers use
their time to collect data directly. Data of research that is directly collected is
information obtained from the perspectives of the subjects studied in the natural
context.

5. Holistic
Qualitative research views problems as consistent with one another regardless
of the unified condition in a context. The various variables studied cannot be
understood separately from the position involved in one overall context. The variable
of cause (independent variable) also cannot be separated from the intended variable
(variable), as these independent variables are not only interconnected with kausal,
linear, dependent variables, but interact as integral parts of one another.

6. Descriptive
Qualitative research focuses on ontological activities. Researchers emphasize
notes with detailed, complete, profound sentence descriptions that describe the actual
situation in order to support the presentation of data. Hence, qualitative research in
general is often referred to as a descriptive qualitative approach.

7. Inductive Analysis
The data gathered was not to support or reject research hypotheses that had
been formulated as in quantitative research, but abstractions were compiled as
specifications that have been collected and classified through careful and thorough
data collection processes.

9. Flexible and Open Research Design

 Qualitative research design is not arranged a priori, but is arranged in a flexible
and open manner adapted to the real conditions on the ground, with various problems
that were previously unknown. Qualitative research proposals are generally structured
in an outline and speculative manner. The design of the proposal is intended that there
is room for change, if what has been formulated in the proposal is not suitable with
field conditions. In addition, with the aim of making Qualitative research proposals
more focused, researchers generally carry out a pilot study first, before compiling
their proposals, although this does not guarantee accuracy with what might be found
in the research field.

10. Researchers as the Main Tool (Human Instrument)

Various data collection tools can be used as supporting tools in Qualitative
research, however, the main tool remains the researcher. According to Lincoln &
Guba (in Sutopo, 2002), the position of the researcher as the main tool of research
provides many benefits, because there is a belief that only humans are able to
understand the meaning of various interactions. In collecting data, Qualitative
research requires flexibility and an open attitude to be able to change to adapt to new
conditions, in accordance with the realities faced in the field of study. The form of
data collection, the quality of the research, and the results of the analysis in
Qualitative research really depend on how the researcher is able to carry out his role
as the main instrument in the research. Therefore, a critical and open attitude is very
important for researchers.

11. Seeking the Meaning of the Phenomenon Being Assessed

In Qualitative research, researchers focused on participant's perspective. Thus it
can be avoided the formulation of meaning about something in its context which is
based on the views only of the researchers themselves. In collecting data, researchers
pay attention to how the process is, and why something happens, because the meaning
of something is very much determined by the process of how it occurs. It can be said
that in Qualitative research, the study emphasizes the process rather than just the
product. Emphasis on this process provides benefits, especially in educational
research, in explaining the prediction of self-achievement regarding the views of
students' cognitive performance which are generally influenced by their teacher's
expectations of him.
12. Report Model
Case Studies Qualitative research reports tend to use the case study report model.
Because basically all forms of qualitative research are case studies. Case study reports
are more suitable for presenting multi-perspective realities with their rich nuance and
completeness of description. Although there is no prohibition to use standardized
reports, such as in the form of quantitative research reports, Qualitative research
reports should be prepared in the form of a report that is more concerned with its
content, than just the structure or form of the report. According to Yin (in Sutopo,
2002), the forms of Qualitative research reports that show flexibility include reports
that are compiled with comparative, chronological structures, theory formulation,
suspense structures, and non-sequential structures.

13. Internal Sampling

Snippets or sampling are related to limiting the number and types of data sources
to be used in the research. Thinking about the snippet in research (Qualitative and
quantitative) is also different. Samples for sampling in Qualitative research use
internal sampling techniques, because the samples are not taken for generalization
purposes. Samples are sampled for the sake of representing the information. The
completeness and depth of information is not determined by the number of data
sources, but the representation of the information. In certain contexts, a small number
of informants can provide more complete and correct or accurate information than a
larger number of informants but do not know and understand the information that is
actually being extracted (Sutopo, 2002).
This is in accordance with the character of Qualitative research sampling which is
internal and leads to the possibility of theoretical generalizations. In Qualitative
research, purposive sampling technique is used if the researcher suspects that the
population (judging by the object of study or research target chosen) is not
homogeneous. Therefore, in qualitative research, samples are generally taken using
this purposive technique. For example, when examining the behavior of social strata
in high school students, it is likely that students have non-homogeneous social strata.
Thus, it is necessary to look for schools with heterogeneous social strata. With regard
to what is represented, the snippet in Qualitative research has a different role and
function from quantitative research. The snapshot in Qualitative research is often
referred to as internal sampling as opposed to external sampling (Bogdan & Biklen,
1982).
In internal sampling, samples are taken to represent the information, with the
completeness and depth of which it is not necessary to determine the number of data
sources, because a small number of informants may explain certain information
completely and correctly rather than the information obtained rather than the large
number of informants who may be less. know and understand the real information.
The snippets in Qualitative research are internal, or internal sampling and the results
lead to generalizations of the theory.

14. Purposive Sampling

Purposeful samples are samples selected based on certain considerations.
Therefore, the sampling model in this way is referred to as objective sampling. In this
case there is a tendency for researchers to choose informants who are considered to
know the information and problems in depth and can be trusted to be a solid source of
data.
In data collection, informant choices can be developed according to the needs of
researchers in obtaining data (Patton, 1986). This sampling technique is often referred
to as criterion-based selection. In purposive sampling, the researcher selects a sub-
group from the population, so that the sample has characteristics that match the
population. In this case the researcher must know in advance the characteristics of the
population characteristics. In Qualitative research, sampling is not chosen randomly
(random sampling) as in quantitative research.
Random sampling is necessary if the objective is to generalize. Considering that
qualitative research does not aim to generalize, the sampling technique is purposive
sampling. This purposive technique is seen as more capable of capturing the
completeness and depth of data in the face of multiple realities. Therefore the sample
selection is directed at data sources that are considered to have important information
related to the problem being studied. For this reason, it is necessary to understand
researchers on the map of available data sources, in various roles and positions.
Given that each position has the potential to provide information to obtain
different data. Qualitative research generally takes a smaller sample and tends to
choose purposive sampling technique rather than random technique (random
sampling). This is inseparable from the characteristics of Qualitative research which
leads to process rather than product research. In addition, because Qualitative research
is usually a case study.

15. Snowball Sampling

Snowball sampling (Yin, 2000) is used if the researcher does not know who is the
right sample, because he does not know the condition of the community in the field.
For this reason, the researchers chose whoever they encountered. Chances are, the
researchers only obtained very limited data. Therefore, the researcher can ask the first
informant, who might know who has the information needed in the study.
From the first informant's instructions, the researcher can find the second
informant and so on. The researcher goes without a plan, but the longer it is possible
to approach the informant who best knows the information needed, so that the
researcher can dig up the data completely and in depth. Such a work process is like a
snowball, starting very small, rolling further down the hillside and becoming denser
and bigger.

16. Time Sampling

The term time sampling (time sampling) is known in Qualitative research (Yin,
2000). Time sampling relates to a sample of time that is considered appropriate for
gathering information according to the problem being studied. For example, when you
want to know the work ethic of employees, attitudes, and cooperation, researchers
must make observations at the right time, namely when the subject is actively
working. Observation too early, when going to work, or approaching break time, is
not considered right. Likewise, when observing an event or behavior in a certain
environment, or in interviewing someone, the matter of time must be calculated
precisely so that the interview can take place properly and openly, in order to obtain
complete and in-depth data.

B. Principles of Qualitative Research

Based on written in pasca.undiksha, there are some principles in qualitative
research design. The points are:
1) Qualitative research design is commonly not detail research design, flexible,
and emerges appropriately with situation and condition in field.
 2) Retrospective means that the research design can be known after the research
process is finish. Even though the researcher carried out the research helped
by a lecturer, the result of research is temporary and it can be changed
conditionally in field.
3) Usually the design doesn’t bring a hypothesis that should be tested. This
design focuses as guidance or direction research in searching and collecting
data.
4) The research result is more open-ended, it does not restrict phenomena to
variable such as positivist quantitative research.
5) The design is more flexible, due to the steps cannot be preconcerted and the
result cannot be predicted.
6) The researcher analyses data since the first step of research, together with
collecting data process, it is open-ended and done inductively.
7) Population, it is not very important. A hypothesis in qualitative research
appears during the process of research as a guidance to interpret and explain
the data.
8) Sampling, it is can be interpreted as an option toward many factors such as:
what aspect from what case, who or what thing as focused in the research.
9) The qualitative research instruments commonly are more internal and
subjective, reflected by “a researcher as an instrument”. Furthermore, the
qualitative research instruments based on aspects that directly related with
research focuses.
10) The duration of research, it is cannot be interpreted before by the researcher.
11) It is more open-ended data analysis toward changes, improvements, and
perfections of new data that accepted by the researcher.
12) In qualitative research, the researcher probably will find new things
(invention) beside renew things that have appeared before (discovery).

CONCLUSION

REFERENCES
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Pasca.undiksha. (2019). Desain penelitian kualitatif. Retrieved on march 17, 2021
from pasca.undiksha.ac.id
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Sutopo, H.B. (2002). Metodologi Penelitian Kualitatif. Surakarta: Universitas Sebelas
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Yin, Robert K. (2000). Case Study Research: Design and Methods (Edisi Terjemahan
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