Coding and Artificial Intelligence in Deep Learning

Jakarta (ANTARA) - Who entered a locked house? This simple question was once a riddle in an extended family. Nobody saw who went in. The clues were the list of family members who had arrived and those who had not. By comparing the two, possible answers could be ruled out until the person in question was identified.

A six-year-old child in kindergarten was able to solve the riddle correctly. The child could even explain the reasoning: count who was present and who was not. The child had not yet learnt a programming language, but had demonstrated the ability to gather information, compare facts, eliminate possibilities and draw a conclusion systematically.

This experience illustrates the meeting point of two policies of the Ministry of Primary and Secondary Education (Kemdikdasmen): deep learning and coding and artificial intelligence (KKA). They serve different purposes, but can reinforce one another in developing the ability to think, solve problems and use technology responsibly.

Deep learning is not a new curriculum, but an approach that emphasises a conscious, meaningful and enjoyable learning process through the holistic and integrated development of intellect, heart, emotion and physical wellbeing.

It is not enough for pupils to memorise information or imitate examples. They need to experience the process of understanding knowledge, applying it in relevant contexts, and reflecting on the process and its outcomes. Teachers are not merely providers of content, but designers of learning experiences that help pupils build understanding, test ideas and explain the reasoning behind their conclusions.

Nor does making learning enjoyable simply mean learning through play. Enjoyment also comes when pupils succeed in understanding something that was initially difficult and feel satisfaction in their achievement. The quality of learning, therefore, is not determined by how much material has been covered or how sophisticated the equipment used is.

Coding: learning to think

Coding should not be reduced to typing code on a computer. Behind a programme is an algorithm: a systematic sequence of steps for solving a problem. Children can begin to recognise patterns, put steps in order, group objects and identify errors through activities that do not require digital devices (unplugged).