Needs Analysis in Islamic Religious Education: Reconstructing a Humanistic and Contextual Curriculum

Amelia Mustafa T Husin (Institut Agama Islam Negeri Ternate, Indonesia)
Agussalim Firdaus (Institut Agama Islam Negeri Ternate, Indonesia)
Asri Ode Samura (Institut Agama Islam Negeri Ternate, Indonesia)
Muhammad Zein (Institut Agama Islam Negeri Ternate, Indonesia)

Ahlussunnah: Journal of Islamic Education
Vol. 5 No. 2 (2026): August

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.