<![CDATA[Moral education should not be limited to the acquisition of knowledge about values but should encourage students to understand, internalize, and actualize those values in their everyday lives. The development of digital media provides opportunities to use film as a medium for moral learning because films present characters, conflicts, choices, and the consequences of actions in concrete and accessible forms. However, the use of film in moral education often remains limited to conveying moral messages and has not been systematically integrated with role modeling and reflection. This study aims to reconstruct a method of moral education through film-based learning that integrates role modeling and reflection. The study employs library research with a qualitative-conceptual approach. Data were drawn from the relevant international literature on moral and character education, film- and narrative-based learning, role modeling, moral exemplars, and reflective and experiential learning. The literature was analyzed through concept identification, categorization, comparative analysis, synthesis, and methodological reconstruction. The analysis resulted in a six-stage model comprising moral representation, role-model observation, value interpretation, personal reflection, dialogical reflection, and moral actualization. The model positions film as a medium for moral experience, characters as symbolic role models, reflection as a mechanism for meaning-making, and actualization as an orientation toward action. The novelty of this study lies in integrating these three components into a coherent pedagogical sequence that connects the experience of viewing film with the internalization and actualization of moral values. The proposed model provides a conceptual framework for developing more reflective, contextual, and transformative moral education. However, as the model is conceptually derived from the literature, further empirical research is required to examine its implementation and effectiveness across different educational contexts.]]>
