This study was motivated by the importance of teachers’ strategies in textbook instruction to enhance students’ understanding amid the implementation of the Qur’an memorization program at the Al-Muslimun Putri Islamic Boarding School in Magetan. Textbook instruction at this boarding school is conducted within the framework of a semi-mulāzamah system that integrates textbook instruction with the memorization program in a balanced manner. These conditions encourage teachers to apply various teaching strategies so that female students can continue to understand the textbook material optimally. This study aims to describe: (1) teachers’ strategies in textbook instruction, (2) the implementation of these strategies, (3) the impact of these strategies on students’ understanding, and (4) supporting factors and challenges in textbook instruction at the Al-Muslimun Putri Islamic Boarding School in Magetan.
This research used a qualitative approach with a case study approach. Data collection techniques included observation, interviews, and documentation. Data analysis employed the Miles and Huberman model, which encompasses data condensation, data presentation, and conclusion drawing or verification. Data validity was achieved through source triangulation, technical triangulation, and member checking.
The results indicate that: (1) teacher strategies are implemented through word-by-word translation, providing definitions and note-taking, material repetition, setting learning targets for each session, and utilizing varied methods and interludes within the semi mulāzamah framework; (2) strategy implementation proceeds systematically through opening, material delivery, learning reinforcement, and closing stages; (3) these strategies positively impact students' understanding, evidenced by their ability to interpret, provide examples, apply, explain, and summarize the studied material; and (4) supporting factors include the policy balancing the memorization and text-study programs, a collective learning environment, and teacher creativity in selecting strategies, while the primary challenge is limited instructional time resulting from the simultaneous implementation of both programs.

Keywords: Teacher strategy, Recitation learning, Student understanding.