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In the learning process there will definitely be problems, both problems from the delivery of material by the teacher, problems from students, or inadequate facilities. There are many problems in learning the moral creed at MTsN 4 Fifty Cities, starting from a lack of enthusiasm for learning the moral creed. There are still students who are less active, feel bored in participating in the learning process and do not pay attention to what is conveyed by the teacher, children are indifferent to the assignments and notes given. This research is a descriptive qualitative research, the data collected is in the form of words, in this case it is explaining the problems of learning aqidah morals. Researchers collected data through interviews, documentation, and field notes. Data were analyzed in three stages, namely data reduction, data presentation, and data verification. Techniques for guaranteeing the validity of the data are source triangulation, technical triangulation, and time triangulation. Based on the results of the research that the researchers conducted, it can be concluded that: (1) The learning process of Aqidah Akhlak at MTsN 4 Fifty Kota is still in the development stage and is trying to achieve the best. By providing facilities and infrastructure to support the learning of aqidah morals, (2) The problems of learning Akidah Akhlak Class 7 at MTsN 4 Fifty Kota can be seen from two factors, namely, first, internal factors, namely problems that generally occur in teachers and students. The problem of the teacher's aqidah morals is how to convince children of the unseen and convince them to adhere to true Islamic beliefs, from students, namely they often don't focus when studying, feel bored, sleepy in class. Problems from external factors, namely the incompatibility between learning materials of the moral creed and its application in the school, family and community environment. (3) In overcoming problems related to internal factors, namely the efforts made by the teacher to overcome these problems by continuing to improve competence, MGMP activities, continuing to actively communicate with students.

Learning strategies can be interpreted as an outline of a course or general patterns of activities carried out by an educator and students in the embodiment of teaching and learning activities to achieve the goals outlined. There are several problems found by researchers in research locations, especially in the learning process of Akidah Akhlak at MTsS Miftahul Huda Silikuan Hulu Village, Ukui District, namely, students are not able to directly absorb the material presented by the teacher, lack of enthusiasm of students in class when learning Akidah Akhlak which causes some students to not care about the material presented by the teacher, and the teacher's lack of understanding of the application of learning strategies which can be seen from the learning process the teacher only uses monotonous learning strategies so that it does not increase the learning enthusiasm of students in the classroom. This research includes qualitative research, the data collected is in the form of words and pictures, in this case it is explaining how teachers use learning strategies. Researchers collected data through interviews, documentation, and field notes. Data were analyzed in three stages, namely data reduction, data presentation, and data verification. Techniques for guaranteeing the validity of the data are source triangulation, technical triangulation, and time triangulation. Based on the results of the research that the researchers conducted, it can be concluded that: (1) The strategies used by the aqidah moral teachers in class VIII semester 2 of MTsS Miftahul Huda Siliuan Hulu Village, Ukui District, namely problem-based strategies, discovery learning strategies, and cooperative learning strategies (2) Steps -Steps for implementing learning strategies in the subject of Aqidah Akhlak a. Opening learning activities, b. Explain the competence to be achieved, c. Educators help students define organizing tasks. d. Educators and students arrange tasks together. e. Students collect information according to the problem being discussed. f. Educators supervise the course of learning activities g. The teacher gives an explanation of the material. (3) Obstacles faced in implementing the implementation of the learning strategy of aqidah morals at MTsS Miftahul Huda Silikuan Hulu Village, namely the lack of teacher preparation in implementing learning, for the learning process to be carried out suddenly.

This writing is motivated by the phenomenon from the observations in Nagari Mungo that tend to lead to the negative, such as dating behavior that has been done by many students even though they are still at school, fighting behavior that often occurs to solve problems between individuals that should be resolved in a good way and can be  reconcile well.  This is not in accordance with the concept of a spiritual attitude which shows one's thoughts, words, and actions that are always carried out based on divine values ​​or religious teachings.  This study uses a descriptive qualitative approach.  Collecting data in this writing the writer obtained through interviews, observation and documentation.  The data source for this writing uses the key informants of the Akidah Akhlak teacher, and the supporting informants are students.  Data analysis techniques that the authors do are data reduction, data presentation, and conclusions.  Then the data validity technique uses Source Triagulation.  Based on the results of the study, it can be understood that the role of aqidah moral teachers in developing the spiritual attitude of students at the Al Munawwarah Li Binail Ummah Nagari Mungo Foundation, Luak District, 50 Kota District has an important role in developing students' spiritual attitudes, namely as role models, teachers, mentors, and motivators.