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All Journal Ahlussunnah: Journal of Islamic Education
Agussalim Firdaus
Institut Agama Islam Negeri Ternate, Indonesia
Religion Education Environmental Science Other

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Needs Analysis in Islamic Religious Education: Reconstructing a Humanistic and Contextual Curriculum Amelia Mustafa T Husin; Agussalim Firdaus; Asri Ode Samura; Muhammad Zein
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.671

Abstract

Learning needs analysis is a fundamental stage in educational planning that aims to identify gaps between the actual and desired conditions in the learning process. In the context of Islamic education, needs analysis serves as a strategic tool to ensure that all components of learning from objectives, content, methods, and media to assessment are aligned with Islamic values and the demands of the times. This article provides an in-depth examination of the concepts, theories, models, and implications of learning needs analysis in Islamic education. Using a content analysis approach, this study reviews various relevant primary and secondary sources. The results of the study indicate that a comprehensive needs analysis must encompass the normative-theological dimension, the learners’ developmental dimension, the sociocuLearning needs analysis is a fundamental stage in educational planning that aims to identify gaps between the actual and desired conditions in the learning process. In the context of Islamic education, needs analysis serves as a strategic tool to ensure that all components of learning from objectives, content, methods, and media to assessment are aligned with Islamic values and the demands of the times. This article provides an in-depth examination of the concepts, theories, models, and implications of learning needs analysis in Islamic education. Using a content analysis approach, this study reviews various relevant primary and secondary sources. The results of the study indicate that a comprehensive needs analysis must encompass the normative-theological dimension, the learners’ developmental dimension, the sociocultural dimension, as well as the technological and globalization dimensions. The implications of this analysis lead to the development of an Islamic Religious Education curriculum that is integrative, contextual, and transformative. The sociocultural dimension, as well as the technological and globalization dimensions. The implications of this analysis lead to the development of an Islamic Religious Education curriculum that is integrative, contextual, and transformative.
Islamic Educational Thought in the Formative Period: Foundations, Development, and Institutional Transformation Nurjanah Umaternate; Agussalim Firdaus; Sahjad M. Aksan; Muhdi Muhdi
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.673

Abstract

Early Islamic educational thought provides an important foundation for understanding the development of Islamic intellectual and educational traditions. This study aims to analyze the foundational principles, educational objectives, human conception, curriculum, pedagogical methods, educational institutions, and historical development of early Islamic education. This study employed a qualitative research design using content analysis to identify, categorize, and interpret relevant themes from scholarly and historical sources. The analysis covered the Prophetic period, the era of the Rightly Guided Caliphs, and the early classical period leading to the emergence of the madrasah. The findings show that early Islamic education was fundamentally grounded in tawhid, ethical formation, intellectual development, and social responsibility. Its development progressed from individual faith formation in Mecca toward broader social and institutional formation in Medina and subsequent periods. The analysis also reveals an integrated educational orientation that connected knowledge, adab, practical competence, and moral responsibility through diverse institutions and pedagogical practices. The historical development further demonstrates that Islamic education adapted to changing social and intellectual contexts while maintaining its normative foundations. These findings highlight the continuing relevance of early Islamic educational principles for contemporary education, particularly in integrating faith, knowledge, ethics, adaptive pedagogy, and social responsibility.
Co-Authors Amelia Mustafa T Husin Asri Ode Samura Muhammad Zein Muhdi Muhdi Nurjanah Umaternate Sahjad M. Aksan