Ragam Variabel dan definisi Operasional Penelitian Pendidikan: Implikasi Metodologis Pendidikan Islam dan Pendidikan Matematika

Abstract

This article examines the diversity of research variables and the role of operational definitions as a methodological foundation in educational research. Many educational studies encounter conceptual and technical weaknesses in formulating variables, particularly within the contexts of Islamic Education and Mathematics Education. This study aims to analyze conceptually the characteristics of research variables and to emphasize the importance of operational definitions in linking theoretical constructs with empirical measurement. The research employs a qualitative approach using a conceptual literature-based design through documentation study and content analysis of methodological textbooks and relevant journal articles. The findings indicate that in Islamic Education, variable operationalization faces significant challenges due to the normative and affective nature of the constructs, requiring strong conceptual clarity and sensitivity to value contexts. In contrast, variables in Mathematics Education are relatively easier to quantify because they are closely related to cognitive abilities and academic performance, yet they still demand careful conceptual formulation to avoid reductive measurement. The study demonstrates that differences in epistemological characteristics between these two fields have methodological implications for variable operationalization strategies. The inclusion of an illustrative table of variable operationalization is expected to provide practical methodological guidance for educational researchers in designing systematic, consistent, and academically accountable studies.