<![CDATA[The Arabic language plays a vital role in Islamic education, particularly as a means to understand the Qur'an and Hadith; consequently, mastering nahwu (Arabic syntax) is a fundamental necessity for students in pesantren (Islamic boarding schools). While the deductive method remains the most widely used approach in teaching nahwu, in-depth studies regarding its implementation process and the rationale for its selection at the ninth-grade level within the pesantren environment remain limited. This study aims to describe the implementation of the deductive method in nahwu instruction, the reasons for its selection, and the supporting and inhibiting factors involved in the ninth-grade class at Pondok Pesantren Al Ishlah Al Islamy. A descriptive qualitative approach was employed. Data were collected through observation, semi-structured interviews, and documentation, involving one nahwu teacher and five students selected via purposive sampling. Data analysis followed the Miles and Huberman model, with data validity ensured through source triangulation, technique triangulation, and member checking. The results indicate that the implementation of the deductive method proceeds through three stages: planning, execution (introduction, explanation of rules, provision of examples, and application/practice), and evaluation. The selection of this method is based on four primary reasons: alignment with students' Arabic proficiency, ease of understanding nahwu rules, the creation of more systematic instruction, and enhanced learning effectiveness. Supporting factors include the teacher's engaging teaching style, student engagement, and positive teacher motivation, whereas inhibiting factors include scheduling classes during the final period, students' initial negative perceptions of nahwu, and varying levels of student comprehension]]>
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