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pioneering ( qudwah), citizenship/love of the homeland (muwathanah), anti-
violence (al-la 'unf), and culturally friendly (i'tibar al-'urf) (Ministry of Religion,

2020). According to research by Kawagung (2019), religious moderation is a
fundamental value in social life. In connection with the importance of the value of
religious moderation, this value can be translated according to environmental

conditions (Walker et al, 2015).
The values of religious moderation that will be developed in schools have

basically been found in character education which has been implemented first in
schools and madrasas. As is known, the Ministry of National Education, Research
and Development Agency for National Culture and Character Education the

Ministry of National Education has identified 18 (eighteen) values originating from
religion, Pancasila, culture, and national education goals, namely religious, honest,

tolerant, disciplined, hard work, creative, independent, democratic, curiosity,
national spirit, love for the homeland, respect for achievement,
friendly/communicative, love peace, likes to read, care about the environment, care

about social and responsibility (Agustina & Arifin, 2020).
Developing good behaviour as contained in religious moderation requires
stages that must be passed by students. This is as expressed by Bloom that

instructional objectives in learning can be grouped into 3 (three) domains, namely
cognitive, affective and psychomotor, which can be applied in the provision of
subjects (Magdalena et al., 2020). The theory was developed in Chrisantina's

research (2019) that learning good character can be grouped into 5 (five) stages,
namely knowledge, understanding, awareness, activity, and attitude

implementation.
According to the research conducted by Chrisantina (2018), learning good
character values can be done with the help of media according to the conditions

and developmental tasks of students to increase students' interest in learning new
values. In connection with this, in the context of introducing the importance of

religious moderation, it is also carried out using multimedia to attract students'
interest in learning new values and be better absorbed. The use of multimedia is
supported by research by Omodara and Adu (2014); Malik and Agarwal (2012)