International Journal of Pedagogics
229
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue06 2025
PAGE NO.
229-232
10.37547/ijp/Volume05Issue06-62
Content and Essence of The Concept of Systems Analysis
Akhrorova Umida Khamidullayevna
Associate Professor of the non-state higher educational institution "University of Business and Science", Doctor of Philosophy (PhD) in
Pedagogical Sciences, Uzbekistan
Received:
22 April 2025;
Accepted:
18 May 2025;
Published:
20 June 2025
Abstract:
This article covers the content, object, subject, purpose, and tasks of the concepts of system and
systemic analysis, and presents the content and essence of the concept of systemic analysis in studying the role
and importance of the system in the development of society today.
Keywords:
Object of systematic analysis, purpose of analysis, functional-structural analysis, morphological
analysis, genetic analysis, similarity analysis, efficiency analysis.
Introduction:
The industrial development of society,
the expansion of production sectors, the increase in
social demands and needs of the population, the
emergence of new forms of various economic,
financial, environmental and other problems, and
especially new changes in people's worldviews, have
created the need to organize effective, efficient and
consistent governance, which require a response to the
challenges of today's world based on systemic
approaches. It turned out that a systemic approach is
the image of a modern person, his daily needs, and the
criteria for effective activity. In other words, if thinking
does not change, social life will not change either.
Because we put into practice our views on the
introduction of certain methods through a systemic
approach to the essence of things and phenomena, the
content of the problems associated with them.
Literature review
Theoretically, the object of systematic analysis is the
process of preparation and decision-making. In
practice, it is a set of various and specific problems that
arise in the processes of system organization and
functional activity.
Systems analysis covers the study of real objects of
society and nature in various forms, from the universe
to the personal level, related to improvement
(optimization, modernization) as an object of research.
Systematic analysis represents the utilitarian problems
of various hierarchical levels in the improvement of
existing economic, technical, military, informational,
technological, technical, organizational systems.
The subject of systematic analysis was primarily
defined as the means of studying the external world, its
natural and social objects and processes, based on a
systematic approach. In this case, the study of systems
and the solution of complex problems follow the
principles of a systems approach. The subject of
systems analysis is the classification of objects,
(characteristics) tools, methods, and solutions to
problems and actions of a system object. Also, the
subject of the system classification includes the
composition, structure, function, interaction with
external elements, stages and development processes
of the system.
The subject of systematic analysis: firstly, the concepts
and principles of setting and solving practical problems;
secondly, it consists of methods of integration of
research methods and results of special science fields
into target technologies aimed at solving the problem.
Thirdly, methods, methods and models of complex
research of various structural objects are considered
[1].
The subject of systematic analysis is a set of relations
aimed at forming and revealing the laws and objective
regularities of the studied science. The subject of the
systematic analysis is directed to the development of a
specific recommendation. During the study of the
general laws of construction of complex systems, the
functionality of ecological, economic, technical,
pedagogical and other various systems is focused on
solving specific design tasks.
International Journal of Pedagogics
230
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International Journal of Pedagogics (ISSN: 2771-2281)
Thus, the object of systems analysis is systems. The
subject is a set of tools for studying objects related to
the environment [2].
Summarizing the above, we can conclude that, just as
the development of human society obeys the laws of
dialectics, the development of humanity is inextricably
linked with the development of the system, that is, it
expresses systemicity in itself. Also, systemicity can be
considered as the general trend of the development of
human society and its results as an effort to create a
human society.
The essence of systematic analysis is the ability to solve
complex decisions of a systematic nature based on the
theory, principles and methods of systematic analysis.
Based on this, the goal of systematic analysis is to
achieve a result by effectively using various options and
available resources. One of the main places in the
process of systematic analysis is the determination of
the goal, which is part of the organization of important
methodological approaches. In particular, they are:
- the decision-making process begins with a clear and
clear understanding of the content of the final goal;
- it is necessary to identify and analyze alternative ways
to achieve the goal;
- the goals of a separate stage must not contradict the
general goal [3].
METHODOLOGY
In its place, goal formation, structuring, and analysis,
systematic analysis cannot be seen as the main and
primary task of achieving goals without methods and
techniques. Goal setting, as a way to solve a problem,
is schematically represented as Z>F>S>P: Z-subjective
goal, P-objective goal. The ambiguity and alternation of
the goal (Z) lead to the existence of many paths, which
leads to a multitude of results. Goal setting is a very
important process based on the methodology of
systematic analysis. Knowledge, experience, and
analysis are of great importance in this process. The
rules for forming the system's purpose are reflected in
the following factors:
Rule 1. A goal is seen as the result of a functional
system, re-providing needs that have gone as
satisfaction in its place. Defining a goal like this defines
the way to solve the goal. Instead, defining the goal
eases the solution path.
Rule 2. The goal arises from the unity of internal and
external needs. If the goal of the system does not agree
with the needs, then an additional system is required.
The problem should be solved in harmony within the
system, taking into account the unity of internal needs.
If a system relies on its own resources for its solution,
it will lead to a closed system and the "Entropy" process
will prevail, which in turn will lead to degradation, that
is, a downward spiral. Naturally, if the goal of the
system is to satisfy its own needs and not take its own
goals into account, sooner or later its resources will run
out and degradation will be expected.
Rule 3. The goal should not be replaced by the methods
and means of achieving it; it should be considered in
light of the available and proposed resources and
needs.
Rule 4. For example, if the goal is “it is necessary to
develop an information system,” then the term
“information system” should be derived from the rule
that “development” is a possible alternative function or
one of the methods of achieving success (alternatives:
acquisition, improvement, etc.). The true goal is to
provide this or that consumer with the necessary,
useful information, data resource. Replacing goals with
means or methods of achieving them leads to the
creation of a system that does not allow achieving the
desired effect and requires large expenses.
Rule 5. The goal should be to increase the efficiency of
the system by increasing efficiency or reducing costs
(resources).
Rule 6. The implementation of these rules allows to
ensure the advanced development of the system.
Rule 7. The global nature of goals is balanced by the
time frame for achieving them and the uncertainty of
their formulation.
Rule 8. Goals that are relevant to the time frame of
achievement are long-term and short-term, current,
operational and strategic. Long-term goals are
formulated more vaguely, while short-term ones are
formulated more precisely. Global goals require more
extensive methods and means, as well as resources.
Global goals are clarified in the process of their
formulation and revision.
Rule 9. The goal should always be evaluated on one or
another scale [4].
RESULTS
First, the main purpose of systematic analysis is to solve
complex management problems. Emphasis is placed on
learning object management for successful problem
solving. That is, it covers not only the system, but also
its purpose, management purpose, fitness for purpose
and proper orientation. Systematic analysis methods
and procedures focus on goal clarification, ask for
alternative
solutions
to
problems,
compare
performance criteria, and make recommendations.
Secondly, the main task of systematic analysis is to
expand the problematic situation in front of the subject
of systematic research, to study, to determine the
causes, to develop alternative options and to eliminate
International Journal of Pedagogics
231
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International Journal of Pedagogics (ISSN: 2771-2281)
the problem. In the initial stages of systematic
research, the object is formalized by studying it. At this
stage, systematic analysis is fundamentally different
from the methodology of other disciplines. In the field
of education, if the sciences determine the content of
the system, the systematic analysis serves to ensure
the possibilities of implementing its effectiveness.
Third, the main task of systems analysis is decision-
making. In the design and management of complex
systems under conditions of varying degrees of
uncertainty, the selection of alternative solutions leads
to the minimization of problems. Conditions of
uncertainty that are not subject to precise assessment
may arise from random external and internal
influencing factors in the abstract state of the goal.
There is another type of uncertainty that affects the
problem situation with its consequences after
decisions are made. The fact is that various types of
behavior are characteristic of complex systems. That is,
after a decision is made, the behavior of the system can
lead to unexpected changes. Therefore, the issues of
evaluating alternative options and the possibility of
conflicting solutions are also studied in systems
analysis. This, in turn, serves to justify the
appropriateness of the decision made. For this, a
decision-making model is developed in the system
analysis. Methods are used to determine the quality,
norm, and choice of the decision made. At this stage,
when developing and making decisions, it is necessary
to take into account the interaction of the system with
its subsystems, the compatibility of goals, and the
separation of primary and secondary goals.
Fourth, another task of systems analysis is the study of
goal-setting processes. The study of goals, their
development, and the means of working with goals
(program, plan, form-content, structure, relationships,
etc.) are among the most complex processes. In this
sense, systems analysis is sometimes called goal-
oriented systems methodology. In systems analysis
tasks, goal-setting is one of the most important actions
in decision-making, since the goal is the object that
determines the task of systems research.
Fifth, systems analysis deals with the tasks of
organizing a hierarchical system, optimal structure,
optimal functional mode, and optimal interconnection
of subsystems and elements. In identifying such
problems, cooperation between systems researchers
and industry specialists yields positive results.
Sixth, a separate task of systemic analysis is the issue of
the complex interaction of the research object with the
external environment. The solution of these issues is to
limit the influence of the research system and the
external environment. In particular, it is necessary to
identify the factors that determine the scope of
interaction, take into account real resources, and
compare and contrast with systems of the same level.
This task is to create an alternative design of the
interaction of the system with the external
environment. That is, to form alternative options for
the development of the system in time and space [5].
Every person, regardless of the nature of his activity,
knows without a doubt that it is necessary to constantly
and step by step solve the problems facing man.
Problems are small and large, relatively easy and
difficult, and dissimilar when they require the use of
scientific and theoretical information in gathering
knowledge. In life, there are such people who solve
their problems easily, and some of them face
difficulties and failures in solving such problems. His
natural pursuit of success makes his actions stand out
from the rest. In the future, it is necessary to
summarize and summarize the positive and negative
aspects of the problem-solving experience in order not
to repeat the wrong actions, but instead to use
effective methods. There are always professionals who
try to meet the demand of society, and as a result,
learning to solve problems begins.
In solving each problem, it is necessary to use deep
professional knowledge, that is, to use the knowledge
necessary for this problem for each set of necessary
professions. Everyone has problems, but the difference
between a teacher's problem and a builder's problem,
a doctor's problem from an engineer's problem, an
artist's problem from a soldier's problem, and similar
differences creates a unique imagination. The problem
features come first. Therefore, the goal and task of the
system begins with collecting and summarizing the
experience of solving individual problems for each
specialist. In each specialty, such knowledge appears
that, as a result, they are seen as general sciences.
In particular, “Fundamentals of Systematic Analysis in
Pedagogy” is becomin
g one of these new disciplines.
First in the military, then in economists, “operations
research”,
“general
human
pathology”
and
“diagnostics” in doctors, “technical systems” and
“engineering practice methods” in engineers, “political
science”, “futurology”, “conflictology (disagreement)”
in social scientists, “systems approach”, “targeted
program management” in administrators, and so on.
Of course, solving some specific problems requires
special, sometimes very deep professional knowledge.
But if we focus not on the structure of the problem, but
on the technology of working with it, on the repetition
of actions and precautions, then the chances of success
increase. Thus, there is an idea of providing a universal
algorithm of actions for solving problems that is
International Journal of Pedagogics
232
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International Journal of Pedagogics (ISSN: 2771-2281)
suitable for all professions. If we focus on the fact that
we all live in the same world, obey common laws, and
only interact with them from different sides, this idea
will not seem strange. Therefore, we need to change
ourselves, not nature.
CONCLUSION
Considering the role of analytical activity in ensuring
social development, it is not difficult to understand
how high its level of social significance is. After all, by
means of an analytical resource (it can be a
dissertation, monograph, scientific article, review,
report, reference, review, etc.), representatives of the
field explain the essence of strategic issues and prepare
a resource with different views for making social,
economic, cultural and political decisions based on a
systematic analysis. Within the framework of
pedagogical activity, this can also be in the form of a
lecture, thesis, report, or recommendation. Because
there are a number of tasks of systematic analysis, it
serves to gain a clear understanding of them and
ensure the meaningfulness of analytical activity.
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