Judul : MODUL Teaching Deep Learning Indonesian Language Elementary School Grade 4, Implementation Plan of Learning
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MODUL Teaching Deep Learning Indonesian Language Elementary School Grade 4, Implementation Plan of Learning
Best for youilah collection of references for the creation of deep learning teaching module Indonesian Language Grade 4 SD.
The 2025/2026 academic year is based on teaching modules as the implementation in the teaching and learning process.
Through this learning module, the implementation of learning can be learned.
This teaching module will be the main guide in implementing education.
From the meeting to the materials that can be implemented in the teaching and learning process.
Deep Learning Teaching Module Indonesian Language Grade 4 Elementary School
General Information
- Author's Name: [Your Teacher's Name]
- Institution: [Your School Name]
- Academic Year: 2025/2026
- School Level: Elementary School
- Subject: Indonesian Language
- Phase: B
- Class: 4
- Time Allocation: 2 x 35 minutes (1 meeting)
- Topic: Understanding Letter and Word Patterns (Fundamentals of Computational Thinking)
Initial Competence: Students know the letters and can read simple words.
Profile of a Pancasila Student
- Independent: Students can try solving letter/word pattern puzzles on their own.
- Bernalar Kritis: Students are able to identify patterns and find solutions.
- Creative: Students can create new patterns or words.
- Gotong Royong: Students can work together in groups to find patterns.
Facilities and Infrastructure
- Whiteboard
- Marker/Stationery
- Simple Letter Cards / Word Cards
- Student worksheet (LKS)
- Computer/Tablet (if available, for demonstration)
- Projector (if available)
Target Participants: Regular/Typical Students
Learning Model
- Face to Face
- Blended Learning (if digital facilities are available)
Core Component
Learning Objectives After following this lesson, students are expected to be able to
1. Identifying simple letter and word sequence patterns.
2. Completing the missing letter and word sequence patterns.
3. Explaining why a pattern can occur (in a simple way).
4. Realizing that computers can "learn" to recognize patterns as they do (early concept of deep learning).
Meaningful Understanding: Recognizing patterns helps us understand and predict things around us, just like how computers "learn" and "predict".
Spark Question
- "Have you ever seen a pattern on a shirt or the floor?"
- "How did you know that was a pattern?"
- "According to you, can computers also see patterns like we do?"
Learning Activities
Meeting 1 (70 minutes)
A. Introduction (15 minutes)
1. Opening (3 minutes): The teacher greets the students, starts with a prayer, and checks attendance.
2. Awareness (5 minutes)
- The teacher shows some objects or pictures that have patterns (example: batik motifs, tile floor patterns, color sequences in a rainbow).
- The teacher asked: "What do you see in this picture/object? Is there anything that is the same or repeated?"
- The Guru introduced the concept of "pattern" as something that repeats or has a certain sequence.
3. Sparking Questions and Motivation (7 minutes)
- The teacher posed a thought-provoking question: "According to you, can computers also recognize patterns like we do? How?"
- The teacher explained simply that computers can learn to recognize patterns, such as recognizing a friend's face, a mother's voice, or pictures of cats, by looking at many examples. This is similar to the way our brain learns (connecting to deep learning without using complex terms).
- The teacher conveyed the learning objectives for today.
B. Core Activities (45 minutes)
1. Recognizing Letter Patterns (15 minutes):
- The teacher writes a sequence of letters on the blackboard or uses letter cards: A, B, C, A, B, C, ...
- The teacher asked: "What is the next letter?" "Why do you know that?" (Encouraging students to explain the pattern).
- The teacher gave another example: K, L, K, L, ..., M, M, N, N, ...
- Students are asked to complete on the worksheet or blackboard.
- Discussion: "How do we know the order?" (Emphasizing "seeing" and "remembering" the pattern).
2. Recognizing Simple Word Patterns (15 minutes):
- The teacher writes a sequence of words on the blackboard or uses word cards: CHICKEN, FISH, CHICKEN, FISH, ...
- The teacher asked: "What is the next word?" "Why?"
- The teacher gave another example: BALL, LEG, BALL, HAND, ... (different pattern, example: object-part) or RED, YELLOW, GREEN, RED, YELLOW, GREEN, ...
- Students are asked to complete on the worksheet or whiteboard.
- Discussion: "Can the computer also know that the word 'CHICKEN' is repeated?" (Connecting with the computer's ability to "see" word patterns).
3. "Smart Robot" Activity (15 minutes):
- The Guru explained: "Imagine you are a robot learning to recognize patterns. If this robot sees a pattern like this..."
- The teacher gives LKS (Student Worksheet) questions that contain letter and word patterns to be completed or corrected.
- Students work independently or in pairs.
- The teacher walks around, gives guidance, and asks students about their strategies for recognizing patterns.
- Example of LKS questions:
- Complete the following pattern: G, H, I, J, ___, ___
- Complete this pattern: SHIRT, PANTS, SHIRT, PANTS, ___, ___
- Circle the word that does not fit the pattern: PENSIL, BOOK, PENSIL, ERASER, PENSIL
- If a robot sees many images of apples and bananas, and then there is an image of an orange, the robot will be confused. How can we teach the robot not to be confused? (Free answer, example: "We should show more images of oranges!")
C. Conclusion (10 minutes)
1. Reflection (7 minutes):
- The Guru asked: "What did you learn today?"
- "How do you feel when looking for patterns?"
- "According to you, why do we need to learn to recognize patterns?"
- "Do you still remember how computers can 'learn' to recognize images or sounds?" (Repeating the core concept of deep learning in simple terms: because they look at many examples and search for patterns).
- The teacher emphasized that the ability to recognize patterns is a great feature of our brain, which can also be "taught" to computers.
2. Follow-up and Prayer (3 minutes):
- The teacher motivates students to continue practicing recognizing patterns in daily life.
- The teacher ended the lesson with a prayer and greeting.
Assessment (Evaluation)
A. Diagnostic Assessment (Before Learning)
- Asking oral questions about letter recognition and ability to read simple words.
B. Formative Assessment (During Learning)
- Observation: Observing students' participation in discussions, their ability to complete patterns on the whiteboard/LKS, and their interactions during the "Smart Robot" activity.
- LKS Assessment: Checking the completeness and accuracy of answers in the Student Worksheet.
- Simple LKS Rubric:
- Very Good (4): Able to complete and explain all patterns correctly, as well as demonstrate an initial understanding of how "robots" learn.
- Good (3): Able to complete most patterns correctly and can explain some patterns.
- Sufficient (2): Only able to complete a little of the pattern or requires much guidance.
- Needs Guidance (1): Still unable to complete the pattern even after being guided.
C. Summative Assessment (End of Learning)
- There is no specific summative assessment in this meeting, but the results will serve as a basis for the next lesson.
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