1. Introduction to Qualitative
Research
Elsye Maria Rosa

2. Definisi
Pendekatan kualitatif adalah suatu proses
penelitian dan pemahaman yang
berdasarkan pada metodologi yang
menyelidiki suatu fenomena sosial dan
masalah manusia

3. Definisi
Bogdan dan Taylor dalam Moleong (2007:3)
mengemukakan bahwa metodologi
kualitatif merupakan prosedur penelitian
yang menghasilkan data deskriptif berupa
kata-kata tertulis maupun lisan dari orang-
orang dan perilaku yang diamati.

4. Qualitative Research
Characteristics:
Starts with general Data collected with semi-
question or problem structure & unstructured
instruments
No pre-defined
hypothesis Presents results
descriptively
Uses a purposeful sam- Utilizes researcher’s aware-
ple, not a random one ness of own orientations,
Uses a relatively small biases, experiences that
sample might affect data collection
& interpretation

5. Approaches to Research
Positivist (Quantitatif research)
Tujuan, realitas yang stabil, konteks hubungan
sebab-akibat
Ilmiah, berbasis bukti pengetahuan, deduktif
Metode penelitian terstruktur, dapat
direplikasi, eksperimental; hasil kuantitatif

6. Interpretive (Qualitatif research)
 Subyektif , konstruksi sosial, yang harus
ditafsirkan
 Pengetahuan dipengaruhi oleh realitas jamak, peka
terhadap konteks, penelitian bertujuan untuk
mengungkap makna fenomena
 Peneliti adalah pencipta makna, membawa
pengalaman subyektif sendiri untuk penelitian,
metode mencoba untuk menangkap 'orang dalam'
pengetahuan, penelitian yang dilakukan dalam
pengaturan alam

7. The process of
qualitative research

8. The steps in designing a
qualitative study
1. Menetapkan masalah umum untuk diselidiki
- Menarik bagi peneliti
2. Menyatakan tujuan penelitian
- Berdasarkan analisis masalah
- Muncul dari studi sebelumnya
- Dipandu oleh tinjauan pustaka
- Ditentukan oleh siapa yang akan
menggunakan hasil penelitian

9. 3. Mengembangkan kerangka konseptual /
teoretis untuk studi
4. Merumuskan pertanyaan penelitian umum
dan khusus (tujuan dan sasaran)
5. Pilih desain penelitian kualitatif
6. Pilih strategi sampling
7. Pemilihan peserta

10. 7. Pastikan trustworthiness dari penelitian
8. Menentukan metode pengumpulan data
dan mengembangkan alat-alat
pengumpulan data
9. Menetapkan bagaimana data akan dikelola
dan dianalisis
10. Interpretasi dan diskusi temuan
11. Siapkan laporan penelitian

11. Qualitative Research:
Funnel Approach
General research questions
Collect data
Narrower research questions
Collect data
Narrower
research
questions
Conclusions

12. Qualitative Research:
Inductive Approach
Specific
narrow
research
question
Collect data
Broader question
Collect data
Broader question
Conclusions

14. Classification of Qualitative Research Procedures

15. Elements of the Research Process
DEDUCTIVE & INDUCTIVE REASONING
Deductive thinking (Quantitative)
THEORY
HYPOTHESIS
OBSERVATION
CONFIRMATION

16. Elements of the Research Process (Cont.)
Inductive thinking (Qualitative)
OBSERVATION
PATTERNS
HYPOTHESIS
THEORY

17. QUANTITATIVE QUALITATIVE
Research process is Research process is
deductive. inductive.
Measure objective facts. Social reality, meaning
is constructed.
Focus on variables. Focus on in-depth
meaning.
Value-free research. Values are present &
explicit (empathy).
Independent of context. Contextual importance.
Many cases, subjects. Few cases, participants.

18. QUANTITATIVE QUALITATIVE
Statistical analysis Thematic analysis
Objective instruments of Researcher as the
data collection. central tool for data
collection.
Highly structured Loosely structured
research process. research process.
Researcher is detached Researcher is immersed
(outsider). (insider).
(Adapted from Neuman, 1997: 14)

19. QUANTITATIVE QUALITATIVE
result oriented process oriented
particularistic and analytical holistic perspective
objective “outsider view” subjective “insider view”
distant from data and closeness to data
generalized by population generalization by comparison
of properties and
membership contexts of individual
organism

20. Qualitative Research Methods
1. Biografi
2.Fenomenology
3. Grounded Theory
4.Etnografi
5. Case Study
6. Action Reseach

21. Grounded Theory

22. Grounded Theory
Rooted in social sciences
Emphasises the development of theory
Which is grounded in data systematically
collected and analysed (constant comparative
analysis to produce substantive theory)
Theory must be faithful to the evidence
Looks for generalisable theory - by making
comparisons across situations
Focus is on patterns of action and interaction

23. Phenomenology

24. Features of Phenomenology
Rooted in philosophy
Central question: what is the meaning,
structure, and essence of the lived
experience of this phenomenon for this
person/group of people?
How is each individual’s subjective reality
applied to make experiences meaningful?
Analysis of the language used

25. Action Research

26. Action Research
Build action theories - action science
Aim is to develop effective action, improve
practice, and implement change
Cyclical process, alternating between action
and reflection

27. Action-research groups
Action-learning group – facilitated or self-
directed
 Emphasis on individual learning
 Reflection-in-action
 Reflection-on-action
Action-research team
 Focus on operational problems
 Facilitated (technical to empowering continuum)

28. Sampling in qualitative research

29. Considerations in sampling
Purpose of qualitative research
 Produce information-rich data
 Depth rather than breadth
 Insight rather than generalisation
Conceptual rather than numerical
considerations
 Choose information-rich sites and respondents

30. Common sampling approach
Purposive sampling
 Not hazard
 Select information-rich cases
 Not the same as convenience sampling

32. Qualitative Research Methods:
Case Study
Purpose Procedure
To determine the  Determine the case
factors, & relationships (individual, group, or
among the factors, that environment) to
study
have resulted in current
 Determine data
behavior or status of
collection strategies
subject
& data to be
Focus is on a single collected
subject or unit (could  Collect the data
be multiple individuals)  Analyze the data

33. Qualitative Research Methods:
Case Study
Potential Problems
 Observer
(researcher) bias
 Lack of
generalizability
 Requires extensive
data collection

34. Gambar: Jenis-jenis Dasar
Penelitian Studi Kasus (Sumber:
Yin, 2009, 46)

35. PEMBAGIAN STUDI KASUS

36. Example :
Rethinking Interventionist Research: Case Study: Using Baldrige Criteria to Achieve
Navigating Oppositional Networks in a Danish Performance Excellence at the Robert W ood
Hospital Johnson University Hospital Hamilton

37. Case study:W illiam Beaumont Hospital
-- Royal Oak Campus
Fire Detection Projects

38. In-Hospital M anagem of P
ent atients W H
ith yperglycem Transitioning
ia:
FromIV Insulin Therapy to S ubcutaneous Insulin Regim and E
ens ffective
Discharge P lanning to M aintain Glycem Control (An Interactive Case
ic
Study) Bruce
Bode, MD; Michelle Magee, MD; Chris Hogness, MD, MPH

39. Qualitative Research Methods:
Ethnography
Purpose Procedure
To determine the fac-  Refine the problem &
tors & relationships setting of interest
among the factors that  Decide on most
result in a subject’s appropriate & effective
current status in a level of participation
setting natural to the  Develop “working”
subject hypotheses
Relies on extensive &  Determine initial data
detailed description collection strategies
 Collect data over time

40. Qualitative Research Methods:
Ethnography
Potential Problems
 Results can be
difficult to analyze
 Findings are nearly
impossible to
replicate
 Small sample size
 Generally fairly
costly
 Time consuming

41. Types of Data Collection
(or “fieldwork”)
Observation
Interviewing
Focus Groups
Document Analysis

42. The Three-Interview Series
(Seidman, 1998)
Interview One: Life History
Interview Two: Details of the Experience
Interview Three: Reflection on the Meaning

43. Men’s focus group, Hunan, China. Photo: Yuan Liping

44. FGDs often work well by using existing social groups Photo:
Yuan Liping

45. Resources
(Kuh & Andreas, 1991)
• Recording devices
• Transcribing equipment
• Software packages for analyzing
• Member checks participants
• Space
• Time

46. Qualitative Research:
Data Analysis
The Data Analysis
Generally collected in Some form of
the form of… analysis usually
field notes, takes place at the
same time data is
diaries
being collected
audio & video tapes,
Researcher seeks
copies of documents, to identify patterns
narrative descriptions or trends

47. Qualitative Research:
Data Analysis
Qualitative data may be analyzed by a 3-
part strategy:
 reducing the data
 coding the data
 synthesizing the data

48. Qualitative Research:
Data Analysis
• Read and re-read data, become engrossed in it.
• Identify themes: common, conflicting, minority
• Test themes across the data set, where are they common,
under what circumstances are they found, not found. This
sets the parameters on the interpretation and generalisation
of data
• Get more than one person to analyse the data
independently then together
• Demonstrate trustworthiness in data analysis

49. Qualitative Research Methods:
Triangulation
Metode untuk
meningkatkan validitas &
reliabilitas penelitian
kualitatif
Meningkatkan akurasi
interpretasi
Menegaskan bahwa data
yang dikumpulkan bukan
karena kesempatan atau
sikap

50. Qualitative Research Design:
Triangulation
For example:
 Collect data from  May interview teachers,
multiple sources principals & parents
 Collect data in  May interview &
multiple ways from observe students
subjects
 Collect different  May review student
kinds of data in records, interview
multiple ways from teachers, observe
multiple subjects students

51. Qualitative Research Design:
Triangulation
Multiple data
collection strategies
Kinds of
data
Subjects Data collection
Multiple (data sources) strategies Multiple data
kinds of data sources

52. Processes in qualitative data analysis
1. Reading / Data immersion
 Read for content
 Are you obtaining the types of information you
intended to collect
 Identify emergent themes and develop tentative
explanations
 Note (new / surprising) topics that need to be
explored in further fieldwork

53. 2. Read noting the quality of the data
 Have you obtained superficial or rich and deep responses
 How vivid and detailed are the descriptions of
observations
 Is there sufficient contextual detail
 Problems in the quality of the data require a review of:
 How you are asking questions (neutral or leading)
 The venue
 The composition of the groups
 The style and characteristics of the interviewer
 How soon after the field activity are notes recorded
 Develop a system to identify problems in the data (audit
trail)

54. - Read identifying patterns
- After identifying themes, examine how these are
patterned
 Do the themes occur in all or some of the data
 Are their relationships between themes
 Are there contradictory responses
 Are there gaps in understanding – these require further
exploration

55. 3. Coding –
 No standard rules of how to code
 Emergent
 Borrowed
 Record coding decisions
 Record codes, definitions, and revisions
 Usually - insert codes / labels into the margins
 Building theme related files
 Cut and paste together into one file similarly coded blocks of
text
 NB identifiers that help you to identify the original source
 Identify sub-themes and explore them in greater depth

56. 3. Displaying data
 Capture the variation or richness of each theme
 Note differences between individuals and sub-
groups
 Return to the data and examine evidence that
supports each sub-theme

57. 4. Developing questioning and verification
 Extract meaning from the data
 Do the categories developed make sense?
 What pieces of information contradict my emerging
ideas?
 What pieces of information are missing or
underdeveloped?
 What other opinions should be taken into account?
 How do my own biases influence the data collection
and analysis process?

58. 5. Data reduction
i.e.distill the information to make visible the most
essential concepts and relationships
 Get an overall sense of the data
 Distinguish primary/main and secondary/sub-
themes
 Separate essential from non-essential data
 Use visual devices – e.g. matrices, diagrams

59. 6. Interpretation
i.e. identifying the core meaning of the data, remaining
faithful to to the perspectives of the study participants
but with wider social and theoretical relevance
 Credibility of attributed meaning
 Consistent with data collected
 Verified with respondents
 Present multiple perspectives (convergent and
divergent views)
 Did you go beyond what you expected to find?