<![CDATA[This study is motivated by the limited empirical research on structured pedagogical models for Qur’anic exegesis (tafsir) learning that systematically integrate classical ʿulūm al-Qur’an with contemporary educational principles, despite their crucial role in shaping interpretive competence and ethical formation in Islamic education. It aims to analyze the conceptualization, implementation, and pedagogical implications of a nine-level tadarruj framework in Qur’anic exegesis learning at Barokatul Walidain Islamic Boarding School. Adopting a qualitative case study design, the research focuses on a single institutional context selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, and document analysis, and were examined using thematic analysis to identify patterns of pedagogical structuring, learning progression, and interpretive practice. The findings reveal that the nine-level tadarruj framework functions as a coherent developmental pathway that aligns interpretive depth, linguistic mastery, and methodological complexity with students’ cognitive readiness. Qur’anic exegesis learning is structured progressively, preventing cognitive overload and fragmented interpretation while fostering cumulative interpretive competence. The staged integration of contextual and maqāṣid-based analysis further reorients tafsir education toward ethical responsibility and lived guidance (hidāyah), rather than mere textual mastery. The study concludes that tadarruj operates as an organizing logic for curriculum design and interpretive accountability in Qur’anic education, contributing theoretically by integrating classical epistemology with contemporary educational theory and practically by offering a replicable, developmentally appropriate model for tafsir instruction. Future research is recommended to examine the applicability of this framework across diverse educational contexts using longitudinal or mixed-method approaches.]]>
