The target of the learning process must refer to the national curriculum. Since each student has different potential, different techniques must be applied, especially for students with special needs (SSNs) that require special services and education when learning difficult subjects. Heat transfer is one of the crucial materials in a vocational school. However, to achieve the curriculum objectives, SSNs have limitations. Therefore, this study aims to determine the heat transfer material for SSNs in the curriculum in vocational schools (i.e. culinary department). This research used the descriptive qualitative method (i.e., literature study, interviews, and observations). The results showed that the curriculum of heat transfer was taught in grade X in vocational schools since it must become the basis for students for learning other materials in the next grades. The curriculum of heat transfer for SSNs is the same as that for general students. The difference lies in how educational services are carried out. A differentiated curriculum is one of the solutions commonly used by teachers to teach SSNs in achieving students’ learning outcomes. The main prospects gained from this study are (1) to become references for practitioners, educators, and teachers to understand how to teach SSNs, (2) to give knowledge on determining the curriculum of difficult subjects for SSNs in vocational high schools, and (2) to know how Indonesian teachers solve the issue in the curriculum. Keywords: Curriculum, Education, Heat transfer, Students with special needs, Vocational school
This study aims to determine the use of experimental videos of hydraulic concepts (Pascal's law) of everyday products in the learning process for 10 students with special needs and 10 vocational school students. We used both quantitative and qualitative methods. Experimental videos were used in the learning process for supporting demonstration activities of hydraulic concepts using tools and materials from everyday products. Pretest and posttest were carried out to determine the level of understanding of students. The results showed that the level of understanding of students had increased after using experimental videos in the learning process. The use of experimental video learning media that is tailored to the needs of the students makes it easier for students to understand the material being taught. In addition, the use of tools and materials for everyday products makes it easier for students with special needs to understand the material being taught. This is because they find it easier to understand something concrete, simple, and repetitive or they often encounter it in their daily activities. The use of experimental videos can be used as an alternative learning media for students with special needs and students in general in vocational school during the pandemic. Keywords: hydraulic concepts, learning media, learning process, pascal’s law, students with special needs, teaching, vocational school students
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