RELIABILITY AND VALIDITY IN QUALITATIVE RESEARCH

This paper is the partial fulfillment of the requirement for Qualitative Research
Review

Supervised by:

Desi Puspitasari, M.Pd.

Compiled by:

Hanifan Nabila ‘Ullayya (204210054)

Indri Kusnita (204210061)
Kinanthi Dyah Pratiwi (204210064)
ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

STATE ISLAMIC INSTITUTE OF PONOROGO

2023/2024
 PREFACE

Praise be to the presence of God Almighty for His grace and guidance, the
author can complete the task of a paper entitled " RELIABILITY AND
VALIDITY IN QUALITATIVE RESEARCH" in a timely manner. This paper has
been prepared to fulfill an assignment for the Qualitative Research Review course.
In addition, this paper aims to add insight and knowledge about how to ensure the
data of research get reliable and valid.

The author thanks Desi Puspitasari, M.Pd. as a lecturer in the Qualitative

Research Review course. The assignment that has been given can add knowledge
and insight related to the field that the author is engaged in. The author also
thanks all parties who have helped the process of preparing this paper. The writer
realizes that this paper is still far from being perfect. Therefore, constructive
criticism and suggestions will be accepted for the perfection of this paper.

Ponorogo, 1 May 2024

Writer

ii
 TABLE OF CONTENT

RELIABILITY AND VALIDITY IN QUALITATIVE RESEARCH.....................i

PREFACE................................................................................................................ii
TABLE OF CONTENT..........................................................................................iii
CHAPTER I INTRODUCTION..............................................................................1
A. Background...............................................................................................1
B. Research Problem......................................................................................3
C. Problem Goals...........................................................................................3
CHAPTER II DISCUSSION...................................................................................4
A. Reliability..................................................................................................4
B. Validity......................................................................................................8
C. Terms Associated to Qualitative Research................................................9
CHAPTER III CONCLUSION.............................................................................15
REFERENCES.......................................................................................................16

iii
 CHAPTER I
INTRODUCTION

A. Background
In the expansive domain of social sciences, particularly within qualitative
research methodologies, the concepts of reliability and validity stand as pillars of
methodological rigor. While traditionally rooted in quantitative paradigms, these
concepts assume nuanced interpretations within qualitative inquiry due to the
inherently subjective nature of such research endeavors. Reliability in qualitative
research pertains to the consistency and dependability of data collection and
analysis procedures. Unlike quantitative studies, where reliability primarily
concerns replicability and consistency in measurements, qualitative investigations
grapple with multifaceted data shaped by various factors, including the
researcher's reflexivity, participants' perspectives, and the dynamic research.

Ensuring reliability in qualitative research necessitates methodological

rigor, including strategies such as prolonged engagement, member validation, and
inter-coder reliability checks. Prolonged engagement entails immersing oneself in
the research context over an extended period to cultivate rapport with participants,
thereby minimizing the risk of misinterpretations or distortions. Member
validation involves returning research findings to participants for confirmation,
allowing them to verify the accuracy of interpretations or provide additional
insights. Inter-coder reliability checks, common in studies involving multiple
researchers, ensure consensus in data analysis procedures, enhancing the
reliability and robustness of findings.

Validity in qualitative research encompasses the accuracy and truthfulness

of findings, reflecting the extent to which the research captures the complexities
of the phenomena under investigation. Unlike quantitative inquiries that prioritize
internal and external validity, qualitative studies focus on establishing credibility,
transferability, dependability, and confirmability. Credibility, foundational to
validity, underscores the trustworthiness and authenticity of research findings.
Researchers strive to establish credibility through transparent and rigorous

1
methodological practices, including thorough data collection, triangulation of data
sources, and reflexivity. Triangulation, a hallmark of qualitative inquiry, involves
utilizing multiple data sources, methods, or perspectives to corroborate findings,
thereby enhancing the credibility and robustness of research outcomes.

Transferability, another facet of validity, addresses the extent to which

findings can be generalized to other contexts or populations. Qualitative
researchers enhance transferability by providing detailed descriptions of the
research context, participants, and methodologies, enabling readers to assess the
relevance and applicability of findings to their own settings. Dependability and
confirmability, additional dimensions of validity, underscore the stability,
consistency, and objectivity of the research process and outcomes. Dependability
entails maintaining a clear record of research activities, ensuring transparency and
accountability in decision-making processes. Confirmability emphasizes the
neutrality and objectivity of research findings, guarding against researcher bias
and subjectivity through reflection and peer review. The concepts of reliability
and validity in qualitative research serve as cornerstones of methodological
integrity, guiding researchers in their pursuit of scholarly excellence. By
employing methodological strategies that address these concepts, qualitative
scholars navigate the complexities of subjective inquiry, producing findings that
resonate with depth, richness, and scholarly significance.

2
B. Research Problem
Based on the the research background mentioned above, the researchers
formulated problem as follows:

1. How to enhance the reliability of qualitative data?

2. How to ensure the validity of qualitative data?
3. How to determine the terms for assesing qualitative research?

C. Problem Goals
Based on the background and formulation of the problem, it can be taken a
purpose of the problem in the paper, which is:

1. To identify methods for enhancing the reliability of qualitative data

2. To investigate strategies for ensuring the validity of qualitative data
3. To find out the terms that associated with qualitative research

3
 CHAPTER II
DISCUSSION

A. Reliability
Reliability is a concept used for testing or evaluating quantitative research.
It refers to the consistency and reliability of a method or instrument in measuring
or observing the same phenomenon consistently and reliably over time. In a
research context, reliability indicates the extent to which an instrument or data
collection procedure produces consistent results when used repeatedly in the same
situation in the research process.1 It is important to understand that reliability is
not only limited to instruments or data collection procedures, but also includes the
consistency of results in the same context. If an instrument is said to be reliable, it
means that it can reliably measure the same variable at different times or in
different situations. So, in your context, reliability means that the data collection
and analysis procedures produce the same or very similar results when applied to
the same participants in the research process. This indicates that the methods used
in the research are highly consistent and reliable in producing accurate and
reliable data.

Reliability is dependent on the resolution of both internal and external

research design issues. Internal reliability reflects the extent to which other
researchers can match pre-established themes or constructs to the data, as the
original researcher did. Internal reliability can be illustrated in the context of
qualitative research where researchers develop specific categories or themes to
analyse the data. For example, in a study of students' experiences of online
learning, researchers might identify themes such as technical challenges, social
interactions and learning motivation. Internal reliability reflects the ability to
obtain consistent and similar results when using the same instrument or analytical
approach in analysing the same data.

1
Nahid Golafshani, “Understanding Reliability and Validity in Qualitative Research,” The
Qualitative Report, January 23, 2015, https://doi.org/10.46743/2160-3715/2003.1870.

4
 External reliability, on the other hand, considers whether independent
researchers can find the same themes or produce similar constructs in the same or
similar settings. external reliability can be seen in studies that test the
effectiveness of an intervention in different or similar contexts. For example, a
study was conducted to test the effectiveness of a training programme in
improving communication skills among students in two different schools.
External reliability speaks to the extent to which the results from a study can be
retained or replicated in a different or similar context by independent researchers.
This is important to show that the observed effects or findings are not limited to
one particular situation or sample, but can be applied more generally across a
number of different situations.

Threats to internal and external reliability can be addressed by following

explicit details regarding the researcher's theoretical perspective and the research
design used. Descriptions of data collection can include participant selection
criteria, interview guides, researcher roles, and methods of analysis, as well as a
narrative chronicle of the approach taken by the researcher.

1. Criteria for Assessing Reliability

Criteria for Assessing Reliability is a measure of the extent to
which a measurement instrument consistently produces the same or similar
results under different conditions. The higher the reliability value, the
more consistent the results obtained from a measurement instrument. To
assess reliability in qualitative research suggest the following should be
applied:
a) Are the research questions clear and are the features of the study
design congruent with them?
b) Is the researcher's role and status within the site explicitly
described?
c) Do findings show meaningful parallelism across data sources?
d) Are basic paradigma and analytic constructs clearly specified?

5
 e) Were data collected across the full range of appropriate settings,
times, respondents, and so on suggested by research questions?
f) If multiple fieldworkers are involved, do they have comparable
data collection protocols?
g) Were coding checks made and did they show adequate agreement?
h) Were data quality checks made?
i) Do multiple observers accounts converge, in instances, settings, or
times, when they might be expected to?
j) Were any forms of peer or colleague review in place?

Assessing reliability in qualitative research involves a multifaceted

approach that encompasses various aspects of the research process. By
ensuring clarity in research questions, transparency in the researcher's role,
consistency across data sources, specificity in analytic constructs,
comprehensive data collection, standardized protocols for fieldworkers,
rigorous coding checks, and quality assessments, researchers can enhance
the reliability of their findings. Additionally, the convergence of multiple
observers' accounts and the implementation of peer or colleague review
further contribute to the overall trustworthiness of qualitative research
outcomes. These criteria collectively serve to uphold the credibility and
dependability of the research findings, thereby strengthening the validity
of qualitative inquiry.

2. Methods for Increasing Reliability

In an attempt to improve the reliability of qualitative research,
certain methods can be used to ensure the consistency and accuracy of the
data collected. Some commonly used approaches include consistency
checks of informants' answers, the establishment of structured field
recording procedures, cross-checking by members of the research team,
and the use of computer software for data analysis. By carefully applying
these measures, researchers can increase the trustworthiness and reliability
of their findings in qualitative research.

6
a) Examining Informant Responses Across Alternate-Form Questions
The consistency of informants' responses to different forms of the
same question can be a tool to measure the reliability of interview
data. An interview process that encourages informants to explore
their perspectives in depth can help them avoid giving socially
desirable answers. Informants should explain their answers in more
detail, so that researchers can see whether their answers are
consistent or not. When informants are only interviewed once,
researchers can use the same questions with different forms in the
interview to test the reliability of informants' answers.
b) Establish recording procedures for field notes
A researcher creates research notes that specify when and where
field notes will be written and the exact information to be included
in the notes, including time and location. Detailed and consistent
notes can help the researcher to remember and compare informants'
answers during subsequent interviews.
c) Cross-checking
Qualitative researchers often involve several team members and
research participants in the research process to increase reliability.
Asking team members or research participants to review the
researcher's interpretation of the data. This helps to ensure that the
researcher's interpretation is accurate and unbiased.Ask team
members or research participants to review the transcription of the
data. This helps to ensure that the transcription is accurate and
complete. Cross-checking is important because humans are prone
to various errors of judgement. By involving others in the research
process, researchers can increase the reliability of their findings.
d) Using computer software
Qualitative researchers use a variety of methods for data
management, including colour-coding schemes, folders, word
processing programs, and computer data analysis programs

7
 developed specifically to manage this type of narrative data.
Today, researchers are using computer software programmes to
help manage qualitative data more often than ever before.
In qualitative research, improving reliability is an important step to
ensure the reliability and validity of findings. Various methods can be used
to achieve this goal, ranging from checking the consistency of informants'
answers to using computer software for data analysis. Organised note-
taking processes, cross-checking by team members and research
participants also help to reduce bias and increase the reliability of findings.
By applying these methods consistently, researchers can ensure that the
data collected and the findings produced are reliable and beneficial to the
development of knowledge in the field.2

B. Validity
In qualitative research, validity refers to the correctness or credibility of a
description, conclusion, explanation, interpretation, or other sort of account. It is
concerned with the issue of trustworthiness and is often described as the integrity
and application of the methods undertaken and the precision in which the findings
accurately reflect the data. Validity in qualitative research is not a single, fixed, or
universal concept but rather a contingent construct, inescapably grounded in the
processes and intentions of particular research methodologies and projects. The
concept of validity is described by a wide range of terms in qualitative studies.
This concept is not a single, fixed or universal concept, but rather a contingent
construct, inescapably grounded in the processes and intentions of particular
research methodologies and projects. Although some qualitative researchers have
argued that the term validity is not applicable to qualitative research, but at the
same time, they have realised the need for some kind of qualifying check or
measure for their research.

Validity is affected by the researcher’s perception of validity in the study

and his/her choice of paradigm assumption. Another benefit of validity as a
2
Bruce Thyer, The Handbook of Social Work Research Methods, Second (SAGE
Publications, n.d.).

8
process is the possibility of positively harnessing the tension between creativity
and rigor by influencing the rhythm, the internal and external dialog, and the
intuitions of pushing the research forward because the processual approach does
not operate as a fixed methodological rule. In this way, there are no mechanical or
messianic elements to fulfill the stage of validity, but there are actions,
observations, reflections, and sometimes even withdrawing from the field to be
able to start the examination again. Validity ceases to be a product that is verified
only at the end using numerical tests and begins to serve as a learning instrument
for the researcher himself. There are some validity strategies:

1. Triangulate
Triangulate different data sources by examining evidence from the
sources and using it to build a coherent evidence for themes. If themes are
established based on converging several sources of data or perspectives
from participants, this process adds to the study’s validity.
2. Member Checking
Use member checking to determine the accuracy of the qualitative
findings by taking the final report or specific descriptions or themes back
to participants and determining whether these participants feel that they
are accurate. This does not mean taking back the raw transcripts to check
for accuracy; instead, the researcher takes back parts of the polished or
semi-polished product, such as the major findings, the themes, the case
analysis, the grounded theory, the cultural description, and so forth. This
procedure can involve conducting a follow-up focus group interview with
participants in the study and providing an opportunity for them to
comment on the findings.
3. Rich, Thick Description
This description may transport readers to the setting and give the
discussion an element of shared experiences. When qualitative researchers
provide detailed descriptions of the setting, for example, or offer many
perspectives about a theme, the results become more realistic and richer.
This procedure can add to the validity of the findings.

9
4. Clarify The Bias the researcher brings to the study
This self-reflection creates an open and honest narrative that will
resonate well with readers. Reflexivity has already been mentioned as a
core characteristic of qualitative research. Good qualitative research
contains comments by the researchers about how their interpretation of the
findings is shaped by their background, such as their gender, culture,
history, and socioeconomic origin.
5. Present Negative Information
Present negative or discrepant information that runs counter to the
themes. Because real life comprises different perspectives that do not
always coalesce, discussing contrary information adds to an account’s
credibility. A researcher can accomplish this by discussing evidence about
a theme. Most evidence will build a case for the theme. Researchers can
also present information that contradicts the general perspective of the
theme. The account becomes more realistic and more valid by presenting
this contradictory evidence.
6. Spend a Prolonged Time in The Field
The more experience that a researcher has with participants in their
settings, the more accurate or valid will be the findings. In this way, the
researcher develops an in-depth understanding of the phenomenon under
study and can convey details about the site and the people, which lends
credibility to the narrative account.
7. Use peer debriefing to enhance the accuracy of the account.
This process involves locating a person (a peer debriefer) who
reviews and asks questions about the qualitative study so that the account
will resonate with people other than the researcher. This strategi involving
an interpretation beyond the researcher and reported by another person—
adds validity to an account.
8. Use an external auditor to review the entire project.
As distinct from a peer debriefer, this auditor is not familiar with
the researcher or the project and can provide an objective assessment of

10
 the project throughout the research process or after the study. The role is
similar to that of a fiscal auditor, and specific questions exist that auditors
might ask. Having an independent investigator look over many aspects of
the project enhances the overall validity of a qualitative study.

C. Terms Associated to Qualitative Research

1. Trustworthiness
In qualitative research, data validity (trustworthiness) is an
important standard to ensure the degree of trust or truth in research results.
The validity of this data is carried out by researchers to produce data that
can be scientifically accountable and trustworthy and meets a high level of
credibility. Data validity techniques include the degree of trustworthiness,
transferability, dependability and confirmability.3
Trustworthiness in research is established through four key criteria:
credibility, transferability, dependability, and confirmability. These criteria
are essential for evaluating the quality and worth of a research study. 4
Credibility refers to the confidence in the truth of the data and
interpretations, while transferability demonstrates the applicability of
findings in different contexts. Dependability focuses on the stability and
reliability of data over time and conditions, and confirmability relates to
the neutrality of findings, ensuring they are shaped by respondents rather
than researcher bias. These criteria are fundamental in qualitative research,
providing a framework for assessing the rigor and trustworthiness of
research studies.5
In qualitative research, research can be declared valid if it has a
level of trustworthiness, transferability, dependability and confirmability.
Based on these four conditions, the data validity test in further research

3
Norman A Stahl and James R King, “Understanding and Using Trustworthiness in
Qualitative Research,” n.d.
4
Oko Chima Enworo, “Application of Guba and Lincoln’s Parallel Criteria to Assess
Trustworthiness of Qualitative Research on Indigenous Social Protection Systems,” Qualitative
Research Journal 23, no. 4 (June 12, 2023): 372–84, https://doi.org/10.1108/QRJ-08-2022-0116.
5
Dr Annie P Alexander, “LINCOLN AND GUBA’S QUALITY CRITERIA FOR
TRUSTWORTHINESS” 6, no. 4 (2019).

11
 can be explained as follows. The validity of the data (trustworthiness) in
this research is determined using the criteria for the degree of trust
(credibility). The degree of trust in this data is intended to prove that what
the researcher managed to collect is in accordance with the reality in the
field. In qualitative research, research can be declared quality if it has
systematic and consistent quality standards. The techniques used to build
the quality of qualitative research include systematic and consistent data
collection, as well as systematic and consistent data analysis.6
2. Dependability
Dependability in qualitative research refers to the degree of
consistency, reliability, and stability of findings and interpretations
throughout the research process. It emphasizes the researchers' ability to
establish and maintain confidence in the accuracy and trustworthiness of
their study. Dependability is closely related to the rationalistic concept of
consistency, involving establishing a clear and well-documented research
design, including detailed descriptions of the study's purpose, methods,
and data collection procedures. This transparency allows for potential
replication and verification of the research process by other researchers.7

a) Strategies for Enhancing Dependability

Several strategies can be employed to enhance

dependability in qualitative research:

1) Data Triangulation
Utilizing multiple sources of data to
validate findings, such as interviews,
observations, and documents, to ensure
consistency and reduce the impact of individual
biases.

6
https://uin-malang.ac.id/r/140401/mengukur-kualitas-penelitian-kualitatif.html
7
Rohita Rohita et al., “Teacher’s Understanding of the Scientific Approach in the 2013
Curriculum for Early Childhood Education,” Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 2,
no. 2 (December 6, 2018): 235, https://doi.org/10.31004/obsesi.v2i2.105.

12
2) Peer Debriefing
Engaging in regular discussions and
debriefing sessions with peers or experts in the
field to critically reflect on methods,
interpretations, and potential biases, and to
provide valuable insights and challenge
assumptions.
3) Reflexivity and Researcher Positionality
Researchers should engage in reflexive
practices by continually examining their own
biases, assumptions, and values that may
influence the research process and findings,
and by acknowledging and documenting their
positionality to enhance transparency and
minimize potential bias.
4) Member Checking
Involving participants in the research
process through member checking to confirm
or provide additional insights, improving the
credibility and dependability of the findings.
5) Audit Trail
Maintaining a detailed audit trail to
document decision-making processes, including
data collection, analysis, and interpretation, to
provide transparency and allow for potential
verification or replication of the research.
6) Investigator Triangulation
Collaborative research involving multiple
researchers to provide diverse insights and
challenge each other's interpretations,

13
 enhancing the robustness and dependability of
the research findings.8
Dependability is a crucial aspect of qualitative
research, ensuring the reliability and consistency of
findings and interpretations. By employing these
strategies, researchers can enhance the dependability of
their qualitative research projects, promoting transparency,
rigor, and validation, and addressing potential biases. This
approach contributes to the overall credibility and validity
of qualitative findings, building confidence in the research
and its applications.9

3. Credibility
Credibility corresponds to the notion of validity in quantitative
work but is more about internal validity. The credibility of qualitative data
can be assured through multiple perspectives throughout data collection to
ensure data are appropriate. This may be done through data, investigator,
or theoretical triangulation; participant validation or member checks; or
the rigorous techniques used to gather the data. In qualitative research,
credibility is a key concept that refers to the accuracy, truthfulness, and
believability of the findings. It is the equivalent of validity in quantitative
research. Credibility in qualitative data is established through various
strategies, such as:

a) Prolonged engagement: Spending a significant amount of time in

the field to gain a deep understanding of the context and culture.

b) Persistent observation: Carefully observing and documenting

events, behaviors, and interactions over time.

8
https://qdacity.com/trustworthiness/dependability/
9
“BAB III.Pdf,” n.d.

14
 c) Triangulation: Using multiple sources of data and methods to
confirm and cross-check findings.

d) Peer debriefing: Discussing the research process and findings with

colleagues to gain their perspective and feedback.

e) Negative case analysis: Actively seeking and exploring

disconfirming evidence to challenge and refine the findings.

f) Reflexivity: Acknowledging and accounting for the researcher's

own biases, assumptions, and role in the research process.

g) Rich, thick description: Providing detailed, rich descriptions of the

context, culture, and findings to allow readers to make their own
judgments about credibility.

h) These strategies – prolonged engagement, persistent observation,

triangulation, peer debriefing, negative case analysis, reflexivity,
and rich, thick description – work together to strengthen the
credibility and trustworthiness of qualitative research. By
employing this toolbox of methods, researchers can ensure their
findings offer a nuanced, comprehensive, and well-supported
understanding of the phenomenon under study.

4. Transferability
Transferability is like generalizability in quantitative; however, it is
not generalizability. Transferability addresses the applicability of the
findings to similar contexts or individuals not to broader contexts. some
specifically target strengthening transferability:
a) Thick Description
Providing rich and detailed descriptions of the research
setting, participants, and cultural nuances is key. This allows
readers to understand the unique context and make informed
judgments about the applicability of the findings to their own
situations.

15
b) Purposive Sampling
Selecting participants with diverse experiences and
backgrounds relevant to the research question helps capture a
broader range of perspectives. This increases the potential for
findings to resonate with similar contexts facing different
specificities.
c) Contextualization
Clearly articulate the specific social, cultural, and
environmental factors that shaped the research. This transparency
allows readers to identify parallels and differences in their own
contexts, facilitating judgments about transferability.
d) Theoretical Framework
Grounding your research in a well-established theoretical
framework can help readers understand the broader applicability of
the findings. This framework can serve as a lens through which
similar contexts can be analyzed.
e) Negative Case Analysis
Actively seek out and explore evidence that might
contradict your initial findings. This helps ensure the findings
aren't specific only to the unique situation of your study and can
potentially be relevant to other contexts.
f) Comparative Analysis
If possible, compare your findings to existing research
conducted in different settings. This can highlight similarities and
differences, offering insights into the transferability of your
findings.
g) Participant Voice
Include participant quotes and narratives in your research
report. This allows readers to connect with the experiences and
perspectives of the participants, fostering a sense of resonance and
potential transferability to similar situations.

16
 This strategy equips the reader with the information necessary to
make informed judgements about the transferability of the research. By
fostering a deeper understanding of the research context and facilitating
comparisons with similar situations, qualitative research can offer valuable
insights beyond the specific case study.
5. Confirmability
In qualitative research is the extent to which the research findings
are credible and free from bias or preconceived notions of the researcher.
It is one of the criteria used to establish the trustworthiness of qualitative
research, along with credibility, transferability, dependability, and
authenticity. Confirmability is achieved by ensuring that the research
findings are based on the data collected from the participants and not on
the researcher's assumptions, beliefs, or values. This is done through
various techniques such as:
a) Bracketing
The researcher identifies and sets aside their biases,
assumptions, and values before conducting the research. This
helps to minimize the influence of the researcher's perspective
on the research findings.
b) Audit trail
The researcher keeps a detailed record of the research
process, including data collection, data analysis, and
interpretation. This allows other researchers to review and
verify the research findings.
c) Member checking
The researcher shares the research findings with the
participants and asks for their feedback. This helps to ensure
that the research findings accurately reflect the participants'
experiences and perspectives.
d) Peer debriefing

17
 The researcher discusses the research findings with other
researchers or experts in the field. This helps to identify any
potential biases or errors in the research findings.
e) External audit
An independent auditor reviews the research process and
the research findings to ensure that they are credible and free
from bias. By using these techniques, the researcher can
increase the confirmability of the research findings and ensure
that they are based on the data collected from the participants.
This helps to establish the trustworthiness of the research and
increases the confidence that the research findings are accurate
and reliable.
In summary, confirmability in qualitative research is the extent to
which the research findings are credible and free from bias. It is achieved
through various techniques such as bracketing, audit trail, member
checking, peer debriefing, and external audit. By ensuring confirmability,
the researcher can establish the trustworthiness of the research and
increase the confidence in the research findings.

18
 CHAPTER III
CONCLUSION

In conclusion, this paper has explored the concepts of reliability and

validity in qualitative research, along with associated terms that are integral to
ensuring the rigor and credibility of study findings. Reliability, which pertains to
the consistency and stability of measurement tools and procedures, is essential for
producing dependable research outcomes. Through techniques such as inter-rater
reliability, test-retest reliability, and internal consistency reliability, researchers
can assess and enhance the reliability of their data and interpretations. On the
other hand, validity, which addresses the accuracy and appropriateness of research
methods in measuring the intended constructs, is crucial for establishing the
trustworthiness and authenticity of study findings. Strategies such as credibility,
transferability, dependability, and confirmability are employed to uphold validity
in qualitative research, ensuring that findings accurately represent the perspectives
and experiences of participants and are applicable to diverse contexts.

Additionally, this paper has explored various terms associated with

qualitative research, including triangulation, member checking, thick description,
and reflexivity, which play key roles in enhancing the reliability and validity of
study outcomes. By embracing these concepts and techniques, researchers can
produce robust and meaningful insights that contribute to the advancement of
knowledge in their respective fields. Moving forward, continued attention to
reliability and validity, along with a thorough understanding of associated
qualitative research terms, will be essential for conducting high-quality research
and generating impactful findings.

19
 REFERENCES

“BAB III.Pdf,” n.d.

Bruce Thyer, The Handbook of Social Work Research Methods, Second (SAGE
Publications, n.d.).
Dr Annie P Alexander, “LINCOLN AND GUBA’S QUALITY CRITERIA FOR
TRUSTWORTHINESS” 6, no. 4 (2019).

https://qdacity.com/trustworthiness/dependability/

https://uin-malang.ac.id/r/140401/mengukur-kualitas-penelitian-kualitatif.html

Nahid Golafshani, “Understanding Reliability and Validity in Qualitative

Research,” The Qualitative Report, January 23, 2015,
https://doi.org/10.46743/2160-3715/2003.1870.
Norman A Stahl and James R King, “Understanding and Using Trustworthiness in
Qualitative Research,” n.d.

Oko Chima Enworo, “Application of Guba and Lincoln’s Parallel Criteria to

Assess Trustworthiness of Qualitative Research on Indigenous Social
Protection Systems,” Qualitative Research Journal 23, no. 4 (June 12,
2023): 372–84, https://doi.org/10.1108/QRJ-08-2022-0116.

Rohita Rohita et al., “Teacher’s Understanding of the Scientific Approach in the

2013 Curriculum for Early Childhood Education,” Jurnal Obsesi : Jurnal
Pendidikan Anak Usia Dini 2, no. 2 (December 6, 2018): 235,
https://doi.org/10.31004/obsesi.v2i2.105.

20