<![CDATA[Lecture dominated Fiqh instruction on prayer (sholat) at Madrasah Ibtidaiyah leaves students disengaged and struggling to memorize recitations and grasp movement sequences, resulting in learning outcomes below the established achievement criteria. This study describes the implementation of the Flash Card method and examines its effectiveness in improving Fiqh learning outcomes on prayer material among second-grade students. Using a qualitative Classroom Action Research design based on the Kemmis and McTaggart model, the study spanned two cycles involving 14 second-grade students at MI Muhammadiyah, Madiun City, with data collected through observation, achievement tests, interviews, and documentation, then analyzed descriptively across cycles. The Flash Card method notably increased student engagement, alongside consistent improvement in recitation memorization, movement-sequence comprehension, and recognition of prayer pillars from the first to the second cycle. Classical learning completeness was achieved in the second cycle, with most students meeting the required criteria. These findings position the Flash Card method as an effective alternative strategy for teaching Fiqh at the elementary madrasah level, fostering more active, engaging, and meaningful learning.]]>
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