<![CDATA[This study was motivated by the low ability of students in memorizing prayer intentions and performing rukhshah worship practices in class VII.1 at MTs Nur El-Ghazy. The main problem found in the field was the weak memory retention and confusion in distinguishing the wording between shalat jamak taqdim and takhir intentions, where only 29.17% of students achieved the Minimum Completeness Criteria (KKM) in the initial condition. The purpose of this study was to improve students’ learning outcomes and response automaticity through the implementation of the drill method. The research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model conducted in two cycles. The research subjects consisted of 24 students, while the data collection techniques included observation, documentation, and oral as well as practical evaluation tests. The results showed a significant improvement at each stage of the action. In the pre-cycle stage, the students’ average score was 54.2. After the intervention in Cycle I through vocal drill activities, the average score increased to 79.1 with a classical completeness percentage of 62.5%. The most optimal improvement occurred in Cycle II through the integration of physical drill, where the average score reached 910 with a classical completeness percentage of 91.6%. The findings indicate that the drill method is effective in developing automatic memorization and improving students’ practical worship skills through varied and systematic repetition.]]>
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