<![CDATA[This study aimed to describe the implementation of Contextual Teaching and Learning (CTL) combined with demonstration and the improvement of fine motor skills through nature-based beading activities. The study used a two-cycle classroom action research design, with three meetings in each cycle and the stages of planning, action, observation, and reflection. Four children aged 5-6 years were selected from 14 children in Class B2 at Wana Kencana State Kindergarten based on an initial pedagogical identification. Data were collected through observations of six fine motor indicators and documentation and were analyzed descriptively and comparatively. The findings showed that classical mastery increased from 0% at baseline to 50% in Cycle I and 75% in Cycle II. By Cycle II, all indicators had reached 75% mastery. Slower and more systematic demonstrations, materials with larger holes and softer textures, simple pattern practice, and individualized scaffolding helped the children work more accurately, flexibly, persistently, and independently. The study concludes that integrating CTL, demonstration, adapted natural materials, and individualized assistance can improve fine motor learning in the investigated classroom context. Keywords: Children at Risk of Learning Difficulties, Contextual Teaching and Learning, Demonstration Method, Fine Motor Skills, Nature-Based Beading.]]>
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