TEACHING HIGH SCHOOL STUDENTS WITH/WITHOUT SPECIAL NEEDS AND THEIR MISCONCEPTION ON CORROSION

This study aims to investigate teaching strategies for improving students' comprehension and their misconception of corrosion. The subjects in this study were senior high school students with/without special needs. Different from other teaching methods, we implemented experimental demonstration activities equipped with experimental video to facilitate the delivery of material to offline and online activities. We also analyzed data on misconceptions during the teaching process. The results showed that the level of understanding of students with special needs and students in general in high school had increased after students took part in the learning using the experimental demonstration method equipped with video as learning media. In addition, the present teaching strategies are also effective to decrease misconceptions on each item of the problem. The main ideas for the improvement of students understanding are because of several reasons: (1) implementation of experiments that can easily be understandable compared to conventional teaching, (2) the use of video as a learning media that is repeatable by students, (3) experiments are one of the concrete media to improve students' comprehension, (4) specifically for special needs students, they need visual learning to understand the subject matter, and (5) experiments using daily products that can be imaged by students, and students can do by themselves.