<![CDATA[This research is motivated by the gap between the presence of morally-valued posters displayed in the school environment of MTs Swasta Tarbiyah Islamiyah Ulumahuam and the actual behavior of Grade VIII students who still exhibit habits of using inappropriate language and a decline in the values of courtesy and good manners in daily life. This study aims to describe and analyze the use of poster media in the Akidah Akhlak learning process for Grade VIII students at MTs Swasta Tarbiyah Islamiyah Ulumahuam. This study employed a qualitative approach with a descriptive qualitative research design. The research subjects were Grade VIII students of MTs Swasta Tarbiyah Islamiyah Ulumahuam for the academic year 2025/2026. Data were collected through observation, in-depth interviews, and documentation. Data analysis was conducted using an interactive data analysis technique encompassing data reduction, data display, and conclusion drawing. Data validity was ensured through technique triangulation, source triangulation, time triangulation, and member checking. The findings reveal that: (1) the use of poster media in Akidah Akhlak learning takes place in a planned and systematic manner, integrated into all phases of learning from the opening, core, to closing activities as an attention-activating medium, content connector, and value reflection tool; (2) students' responses are positive across three dimensions simultaneously cognitive, marked by improved understanding of subject matter; affective, marked by high enthusiasm and deep appreciation; and psychomotor, marked by tangible behavioral changes such as a reduction in inappropriate language, increased greeting habits, and a growing awareness of filial piety toward parents; (3) supporting factors include teacher competence, positive emotional bonds between teacher and students, institutional support, and the relevance of poster content to the curriculum, while inhibiting factors include the limited number of posters, suboptimal physical condition of existing posters, limited instructional time, and heterogeneity in students' initial ability levels.]]>
