ANALISIS KONSEPTUAL KAJIAN TEORI, KERANGKA BERPIKIR, DAN HIPOTESIS DALAM PENELITIAN PENDIDIKAN

Abstract

Theoretical review constitutes a fundamental conceptual foundation that determines the quality and strength of scholarly arguments in educational research. However, many student research studies still present theories descriptively without systematically linking them to the conceptual framework and hypothesis formulation, resulting in weak conceptual direction and limited scientific rigor. This study aims to conceptually examine the role of theoretical review in constructing a logical framework and formulating hypotheses in educational research. This study employs a qualitative approach using a library research method. Data were collected from secondary sources, including research methodology textbooks, peer-reviewed journal articles, and relevant previous studies. Data collection was conducted through documentation, while data analysis applied content analysis techniques involving the identification of key concepts, thematic categorization, and theoretical synthesis. Data validity was ensured through source triangulation. The findings indicate that a well-structured theoretical review plays a crucial role in clarifying research variables, developing a coherent conceptual framework, and formulating rational and empirically testable hypotheses. A critical, systematic, and integrative theoretical review strengthens the logical relationships among variables and enhances research validity. Therefore, the integration of theoretical review, conceptual framework, and hypothesis formulation is essential for producing systematic, valid, and scientifically accountable educational research.