<![CDATA[Learning Fiqh, particularly the topic of thaharah (ritual purification), requires mastery of both conceptual knowledge and procedural skills; therefore, the teacher’s role in organizing learning experiences is an essential aspect. Although previous studies have examined the effectiveness of Direct Instruction and structured learning strategies in improving Fiqh learning, limited studies have specifically explored how teachers’ pedagogical roles operate at each stage of Direct Instruction, particularly in the context of thaharah learning in Islamic boarding schools. This study aims to analyze the teacher’s role in implementing the Direct Instruction model in Fiqh learning on thaharah and to describe the development of students’ understanding among eighth-grade female students at Nurul Bayan Islamic Boarding School. This study employed a descriptive qualitative approach. The research participants consisted of one Fiqh teacher as the main informant and 49 eighth-grade female students as learning participants. Data were collected through non-participant observation, interviews, and documentation. Data were analyzed through data reduction, data display, and conclusion drawing or verification, while data credibility was strengthened through triangulation. The findings indicate that the teacher’s role in implementing Direct Instruction was demonstrated through systematic lesson planning, explicit material presentation, procedural demonstration, guided practice, classroom management, checking for understanding, feedback provision, evaluation, and motivational reinforcement. The students demonstrated improved understanding of thaharah concepts through step-by-step explanations, material repetition, practical activities, question-and-answer sessions, and immediate corrections from the teacher. This study concludes that the quality of Direct Instruction implementation in thaharah learning is strongly influenced by teachers’ pedagogical actions throughout each instructional stage. These findings should not be interpreted as evidence of a causal relationship between Direct Instruction and improved learning outcomes because the study employed a descriptive qualitative design. ABSTRAK Pembelajaran Fiqih materi thaharah menuntut penguasaan pengetahuan konseptual sekaligus keterampilan prosedural, sehingga peran guru dalam mengorganisasikan pengalaman belajar menjadi aspek penting. Meskipun berbagai penelitian telah mengkaji efektivitas Direct Instruction dan strategi pembelajaran terstruktur dalam meningkatkan pembelajaran Fiqih, kajian yang secara khusus menjelaskan bagaimana peran pedagogis guru bekerja pada setiap tahapan Direct Instruction, terutama dalam konteks pembelajaran thaharah di pesantren, masih terbatas. Penelitian ini bertujuan menganalisis peran guru dalam implementasi model Direct Instruction pada pembelajaran Fiqih materi thaharah serta mendeskripsikan perkembangan pemahaman santriwati kelas VIII di Pondok Pesantren Nurul Bayan. Penelitian menggunakan pendekatan kualitatif deskriptif. Subjek penelitian melibatkan satu guru Fiqih sebagai informan utama dan 49 santriwati kelas VIII sebagai peserta pembelajaran. Data dikumpulkan melalui observasi nonpartisipatif, wawancara, dan dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan, dengan keabsahan data diperkuat melalui triangulasi. Hasil penelitian menunjukkan bahwa peran guru dalam implementasi Direct Instruction diwujudkan melalui perencanaan pembelajaran yang sistematis, penyampaian materi secara eksplisit, demonstrasi prosedur, latihan terbimbing, pengelolaan kelas, pengecekan pemahaman, pemberian umpan balik, evaluasi, serta penguatan motivasi. Santriwati menunjukkan perkembangan pemahaman terhadap konsep thaharah melalui penjelasan bertahap, pengulangan materi, praktik, tanya jawab, dan koreksi langsung dari guru. Penelitian menyimpulkan bahwa kualitas implementasi Direct Instruction pada pembelajaran thaharah sangat dipengaruhi oleh tindakan pedagogis guru pada setiap tahapan pembelajaran. Temuan ini tidak dimaknai sebagai bukti hubungan kausal antara Direct Instruction dan peningkatan hasil belajar karena penelitian menggunakan desain kualitatif deskriptif.]]>
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