<![CDATA[This study aims to analyze the structure and implementation of fiqh (Islamic jurisprudence) learning methods within the pedagogical tradition of Sheikh Abu H. Hasanoel Bashri and to contribute to the development of fiqh pedagogy in dayah (traditional Islamic boarding schools). The study employs a qualitative approach with a multi-site design, focusing on Dayah Ihyaul ‘Ulum Al-Aziziyah and Dayah MUDI MESRA, Aceh. Data were collected through observation, in-depth interviews, and documentation, then analyzed interactively using within-site and cross-site analysis. The results indicate that fiqh learning proceeds through four stages forming an interconnected pedagogical sequence: Beut (knowledge transmission via text reading, interpretation, and dialogue), Meulang (reinforcement of understanding through diverse methods and collaborative discussion), Seumeubeut (knowledge reproduction through peer teaching), and evaluation (a mechanism for periodically verifying mastery of the material). Cross-site synthesis reveals that these four stages do not operate in isolation but form a pedagogical cycle linking teacher authority, collective acquisition, student participation, and the monitoring of knowledge mastery. Based on these findings, the study formulates a Fiqh Pedagogical Cycle Model comprising Transmission, Reinforcement, Peer Teaching, and Periodic Evaluation. This model offers a conceptual contribution by expanding the understanding of fiqh pedagogy from a simple knowledge transmission pattern to a process of knowledge reproduction that engages students as both learning actors and transmitters of knowledge within the dayah scholarly tradition. ]]>
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