Research gap is often an important concept in academic writing. Many novice researchers still struggle to understand this concept and to determine the type of research gap in their studies. Therefore, this article aims to explain seven types of research gaps commonly used in academic research along with examples.

Researchers who are experienced in conducting studies usually understand that a research gap plays a crucial role in determining the direction of a study. It helps researchers highlight the difference between the current research and previous studies. Examiners and reviewers often ask researchers to clearly explain the new contribution provided by their work.

Difficulties often arise during the stage of identifying the research gap. Many researchers are not yet familiar with the various types of research gaps that can serve as the foundation for developing a study. Understanding these types helps researchers formulate research problems more clearly and systematically.

The following explanation outlines seven types of research gaps frequently found in academic literature.

What is a Research Gap?

A research gap refers to an area of study that has not been sufficiently explored or has not been fully understood in the existing scholarly literature. It indicates a lack of knowledge within a particular field.

This gap provides an opportunity for researchers to develop new studies. Identifying a research gap also helps researchers demonstrate the scientific contribution of their work to advancing knowledge in a specific discipline.

In many cases, identifying a research gap is an initial step in formulating research objectives, as it highlights aspects that previous studies have not addressed.

7 Types of Research Gap

This discussion adopts a netnographic approach, where data were obtained from the YouTube content of Ensiklopedia Ahmad Fauzi. In the video titled “Macam-macam Research Gap, State-of-the-Art, dan Novelty dalam Penelitian Ilmiah: Wajib Ada di Jurnal,” Fauzi (2024) explains seven types of research gaps frequently used by researchers.

a. Knowledge Gap

A knowledge gap occurs when knowledge about a particular topic is still limited. Existing research has not explored the topic in depth, or no study has specifically investigated the issue.

Example:
Research on the genetic diversity of P. Lunatus in Indonesia is still very limited. Most studies on this topic have been conducted in North America, Central America, and South America. In Indonesia, studies mainly focus on P. Lunatus as an alternative food source and its nutritional content. Therefore, new research is directed toward analyzing the genetic diversity of P. Lunatus using RAPD markers.

b. Practical Gap

A practical gap appears when research findings have not yet been widely applied in real-world practice. Although research on a topic may already exist, practical guidelines for implementation are still lacking.

Example:
Research on students’ critical thinking skills has been widely conducted. Some studies also discuss teaching news analysis in learning contexts. However, observations in a senior high school in Indonesia show that most students still struggle to distinguish between factual information and fake news. Out of 36 students, only two were able to apply analytical skills properly. Interviews also revealed that students had never received specific instruction on how to read texts critically. This condition encourages the development of learning models that help students differentiate between factual and false news.

c. Evidence Gap

An evidence gap occurs when empirical evidence about a phenomenon is still limited or when previous studies produce inconsistent findings.

Example:
Research on the use of TikTok shows differing results. Some studies highlight negative impacts due to inappropriate content. Other studies suggest that TikTok can serve as a platform for creativity among teenagers. These contrasting findings encourage further research examining TikTok as a medium of self-expression among Indonesian students using a symbolic interactionism approach.

d. Empirical Gap

An empirical gap occurs when a theory or concept has not yet been tested through empirical research such as field studies or experiments.

Example:
The Think-Pair-Share method and Problem-Based Learning are commonly used in education. Previous research has shown their benefits for various student skills. However, studies specifically examining the influence of these two methods on students’ analytical thinking skills are still very limited, particularly in Indonesia.

e. Methodological Gap

A methodological gap arises when previous research methods have certain limitations. Researchers then develop new methods, instruments, or approaches to overcome these limitations.

Example:
Several studies have developed instruments to measure genetic literacy. However, most existing instruments only assess the understanding of basic genetic concepts. Research evaluating genetic literacy in the context of the COVID-19 pandemic remains limited. Due to this limitation, new studies develop measurement tools that are more relevant to the COVID-19 context.

f. Population Gap

A population gap occurs when previous studies have not included certain population groups. This limitation may relate to age, profession, geographic location, or other demographic characteristics.

Example:
Surveys on knowledge, attitudes, and practices related to COVID-19 have been conducted in many countries. However, many studies did not include medical students as respondents. In Indonesia, research has largely focused on non-medical students or on topics such as social distancing. Consequently, new research focuses on medical students in Indonesia to evaluate their knowledge, attitudes, and practices regarding COVID-19.

g. Theoretical Gap

A theoretical gap arises when existing theories cannot fully explain a phenomenon. New research is needed to develop or expand the theoretical framework.

Example:
Alzheimer’s research has traditionally focused on the role of beta-amyloid proteins and the formation of amyloid plaques in the brain. The dominant theory suggests that amyloid plaque accumulation triggers neuronal damage. However, this theory does not fully explain the relationship between amyloid plaques and other factors such as inflammation, oxidative stress, and epigenetic changes. New research develops multi-scale computational models to explain the interaction of these factors in the progression of Alzheimer’s disease.