Improving Students' Collaboration and Communication Skills through Project-Based Digital Learning in Plantation and Herbal

Abstract

This study investigates the effectiveness of Project-Based Digital Learning (PBDL) in improving vocational students’ collaboration and communication skills in the processing of plantation and herbal commodities. The research was motivated by the persistent lack of student interaction and the dominance of conventional teacher-centered instruction in vocational education, which hinders the development of 21st-century skills. Employing a quasi-experimental approach with a nonequivalent control group design, the study involved 108 students and 4 teachers from four vocational high schools offering Agribusiness of Agricultural Product Processing programs. Data were collected through pretest and posttest questionnaires measuring collaboration and communication skills, alongside observation sheets to monitor PBDL implementation. Statistical analysis using paired and independent sample t-tests revealed that students in the experimental group who received the PBDL treatment showed significantly greater improvement in both skills compared to those in the control group. The results support the hypotheses that PBDL is effective in enhancing interpersonal competencies, as it facilitates contextual, collaborative, and technology-enhanced learning experiences. The study concludes that integrating PBDL into vocational education is a strategic step toward preparing students for modern agro-industrial challenges. Practically, educators are encouraged to adopt PBDL with adequate digital infrastructure and teacher training, while theoretically, the findings contribute to the growing body of literature on constructivist and digitally mediated learning in vocational contexts.