<![CDATA[Research on Nubdzah Al-Bayân has expanded from basic learning and implementation studies to acceleration programmes for reading classical Islamic texts, yet the internal pedagogical mechanisms that connect concise qawā‘id materials with independent reading competence remain fragmented across studies. This article reconstructs the pedagogical design of Nubdzah Al-Bayân through an integrative qualitative literature review. More than thirty peer-reviewed studies on Nubdzatul Bayan, kitab kuning pedagogy, Arabic reading competence, pesantren learning, and comparable qawā‘id methods were purposively synthesized, with priority given to publications from 2021–2026. The literature was coded thematically around sequencing, repetition, contextual application, feedback, scaffolding, evaluation, reading competence, and boundary conditions. The synthesis identifies six interconnected mechanisms: functional compression of grammar, graded sequencing, contextual repetition, guided textual application, corrective feedback, and gradual withdrawal of instructional assistance. Acceleration therefore cannot be reduced to shorter learning duration. It is better understood as the optimization of a learning trajectory that moves students from rule recognition to analytical use and transfer to new texts. The article contributes a conceptual model of pedagogical acceleration that integrates recent Nubdzatul Bayan studies with Accelerated Learning and scaffolding while remaining attentive to the distinctive ecology of pesantren learning.]]>
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