<![CDATA[This study aims to describe the implementation of the demonstration method in Grade VII Fiqh learning on prayer at MTs Darudda’wah Kelep Tengah, Sekotong District, and to identify supporting and inhibiting factors. A descriptive qualitative approach was employed. Data were collected through non-participant observation, planned unstructured interviews with the Fiqh teacher, students, and homeroom teacher, and documentation. Data were analyzed through data reduction, display, and conclusion drawing. The findings indicate that the demonstration method was implemented through lesson planning, initial explanation, teacher modeling of prayer movements and recitations, individual and group practice, peer assistance, and performance assessment. Demonstration increased students’ participation, focused their attention, and helped them understand the sequence and technical aspects of prayer more concretely. It also enabled the teacher to identify practical errors related to intention, takbiratul ihram, bowing, i’tidal, prostration, sitting between two prostrations, tashahhud, tranquility in movements, and Qur’anic recitation. Supporting factors included teacher competence, the practical nature of the material, available facilities, and student involvement. Inhibiting factors included limited instructional time, differences in students’ learning pace, lack of focus among some students, and inconsistent use of the method. The findings confirm the relevance of demonstration for procedural Fiqh learning because it connects conceptual understanding with direct worship practice]]>
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