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interesting because students evaluate while playing a drama. The internal
strength of the learning process in general before the corona pandemic

was planned for digital schools. The inner strength of the religious
moderation learning process is that schools conduct application training
by teachers who have attended national instructor training on using online

media through creative media padlets.
c. Audio-Visual Media

Contemporary learning conditions during the Covid-19 pandemic
for learning use two approaches, namely the Synchronous and
Asynchronous approaches. In synchronous learning, it is used for virtual

face-to-face learning; at that time, the teacher conveys essential
competencies and indicators of competency achievement, discusses

learning materials, and presents student assignments through the Zoom
Meet and Google Meet applications. What is meant by asynchronous is
learning together at the same time with shared media, for example, zoom

meet, google meet. The combined learning method of online through
zoom meet and offline padlet with examples of the subject matter of
Social Norms. Before learning social norms, students are tasked with

analysing articles on violations of social norms before learning begins.
The teacher assesses the results of student analysis through the padlet
application. At the next meeting, the teacher did virtual face-to-face to

give assignments to several students to present the results of their
research.

Religious Moderation Learning Innovations through Creative
Media by directing students to open YouTube, for example, videos about
social, associative, and dissociative interactions. And for the virtual face,

use zoom meet and WA. The learning media used during the pandemic
are the internet, Wi-Fi, and learning application applications such as

classroom, zoom meet, Google Forms, Kahoot, and WA. The types of
media used are laptops, computers, the internet, digital textbooks, and so
on. Media use among teachers and students is widespread, and even every