Abstract
Bullying remains a significant challenge in elementary education because it undermines students' social development and healthy peer relationships. Although Islamic elementary schools promote ethical values that encourage prosocial behaviour, these values are often conveyed implicitly rather than systematically through structured instructional practices. This study aimed to analyse the needs underlying the development of an Islamic-values-based anti-bullying education module designed to strengthen elementary students' social development. A descriptive qualitative design employing a needs-assessment approach was adopted. The study was conducted at an Islamic elementary school in Sukabumi, Indonesia, with the school principal serving as the key informant selected through purposive sampling. Data were collected through an in-depth semi-structured interview and analysed using data condensation, data display, and conclusion drawing and verification. At the same time, trustworthiness was ensured through credibility, dependability, confirmability, and transferability procedures. The findings revealed three interrelated dimensions of need. First, relational bullying, including verbal mockery, social exclusion, and friendship manipulation, persisted despite existing institutional prevention mechanisms, indicating the need for a more preventive instructional approach. Second, teachers demonstrated strong commitment to students' wellbeing but lacked structured instructional resources for systematically developing students' social competencies. Third, Islamic ethical values such as ukhuwah, rahmah, al-karāmah, and al-’adl were already embedded in school culture but had not yet been translated into explicit and measurable learning objectives. These findings indicate that the primary need lies not in introducing new values, but in developing a coherent instructional framework that integrates Islamic ethical principles with teachable social competencies. The study provides an empirical foundation for designing an Islamic-values-based anti-bullying education module through the Analysis phase of the ADDIE framework.