INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Improving Students' Collaboration and Communication Skills

through Project-Based Digital Learning in Plantation and Herbal

Simon Sirene Sau¹, Putu Sudira²

^1,2Depertment of technology and Vocational Education, Yogyakarta State University, Yogyakarta,

Indonesia

DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000798

Received: 07 November 2025; Accepted: 14 November 2025; Published: 24 November 2025

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.

Keywords: Collaboration Skill; Communication Skill; Project-Based Digital Learning; Vocational Learning;

and Plantation and Herbal Commodities

INTRODUCTION

In the realm of vocational education, particularly in the Agribusiness of Agricultural Product Processing (AAPP)

program, the competence of processing plantation and herbal commodities is of paramount importance (Chandra

et al., 2019; Charatsari & Lioutas, 2019). This competence aligns not only with the objectives of technical and

vocational education and training (TVET) but also with the global trend ofsustainable development and the green

economy (Chandra & Kumar, 2021; Morgan, 2010). Herbal and plantation-based products such as ginger,

turmeric, lemongrass, and moringa have been increasingly recognized for their economic and therapeutic values,

especially within the context of the growing wellness industry and community-based agribusiness (Ho et al.,

2013; Nyamweru et al., 2024). Unfortunately, studies have shown that vocational students often lack sufficient

technical mastery and entrepreneurial insight to optimize these local resources into marketable and sustainable

products (Abawa, 2024). The lack of meaningful engagement in learning processes, coupled with traditional

instructional strategies that rely heavily on rote practices and fragmented content delivery, limits students' ability

to internalize these competencies effectively (Astuti et al., 2022; Nurtanto et al., 2021). If this problem persists,

vocational education risks producing graduates who are technically underprepared and socially disconnected

from the real-world challenges of agricultural innovation, which mayeventually undermine the resilience ofrural

economies and the relevance of vocational training in the Fourth Industrial Revolution era.

At the root of these competency gaps lies a more profound pedagogical challenge, namely, the low level of

interaction among students and between students and teachers during the learning process (Mutohhari et al.,

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

2021). Numerous studies have highlighted that limited communication and collaboration in vocational

classrooms contribute to disengaged learning, decreased motivation, and a lack of critical reflection on real-

world problems (Kurniawan et al., 2021; Kurniawati et al., 2022; Tokan & Imakulata, 2019). Vocational

students, particularly in AAPP programs, often experience learning as an isolated and procedural activity, devoid

of meaningful social construction of knowledge or peer-to-peer synergy (Davoudi Kakhki et al., 2019; Yami et

al., 2019). Moreover, the instructional methods employed tend to be teacher-centered, skill-drill-oriented, and

lack contextually grounded innovation. Such instructional limitations hinder the actualization of 21st-century

learning characteristics, including personalized,

contextualized, and technology-enhanced experiences (Kholifah et al., 2023; Mutohhari et al., 2021). Without

innovation in pedagogy that facilitates meaningful, efficient, effective, and forward-looking competency

acquisition, vocational education will struggle to remain relevant in preparing adaptive and collaborative

workforces needed in the rapidly changing agro-industrial landscape.

Addressing these issues demands a strategic focus on developing two essential interpersonal skills: collaboration

and communication. These skills are increasingly recognized as core components of holistic competence

development in vocational contexts (Guo & Wang, 2021; Jaedun et al., 2024; Utami & Hitipeuw, 2019).

Effective collaboration allows learners to share responsibilities, solve problems collectively, and appreciate

diverse perspectives is an essential process in product development, especially in the agricultural product sector,

where teamwork, coordination, and innovation are required (Leitão et al., 2024). Meanwhile, communication

skills are crucial for articulating ideas, giving feedback, negotiating roles, and presenting solutions is a necessity

when dealing with stakeholders, from farmers to customers (Masduki & Zakaria, 2020). However, building these

skills remains a significant challenge. Research indicates that bothstudents and teachers oftenoperate within rigid

curricular structures that do not promote active dialogue or co-construction of knowledge. In many vocational

classrooms, students rarely engage in collaborative tasks that require sustained interaction or co-responsibility

(Erarslan & Şeker, 2021; Järvelä et al., 2023). Additionally, school cultures and learning environments have not

fully embraced interactive and learner- centered paradigms. Consequently, efforts to foster interpersonal skills

such as collaboration and communication often fall short or remain peripheral in the learning process (Hardie et

al., 2021).

To overcome these pedagogical challenges, a promising solution lies in implementing Project-Based Learning

(PjBL) strategies that emphasize student-centered inquiry and real-world problem solving. Project-Based

Learning provides a powerful framework to nurture communication and collaboration by placing students in

authentic tasks where they must work together, negotiate meaning, and present their outcomes in various formats

(Haryanto et al., 2021; Hernáiz-Pérez et al., 2021; Wan et al., 2020). Empirical studies have shown that PjBL

improves students’ ability to organize group efforts, express opinions clearly, and resolve conflicts constructively

(Strevy, 2014; Surti et al., 2022). In the context of APHP, integrating PjBL allows students to process plantation

and herbal products not only as technical tasks but also as opportunities for innovation, entrepreneurship, and

community engagement. Further, the integration of digital technologies into project-based learning is referred to

as Project-Based Digital Learning (PBDL)and has demonstrated added value in enhancing learning flexibility

and interactivity (Prasetianto et al., 2024; Yasmin & Billah, 2023). By leveraging digital tools such as

collaborative platforms, multimedia authoring tools, and online databases, PBDL facilitates broader engagement

beyond the classroom. Students can interact with digital simulations, consult online agricultural resources,

communicate with local herbalists or farmers via video conferencing, and document their findings through

multimedia storytelling (Vinyals et al., 2023). This digital ecosystem enhances not only the accessibility and

personalization of learning but also the authenticity of the projects, making learning more meaningful, efficient,

and futuristic.

Thus, it becomes evident that fostering collaboration and communication skills through PBDL is not only a

timely but also a strategic intervention to improve competency achievement in the processing of plantation and

herbal commodities. The existing pedagogical limitations which is characterized by low student interaction, lack

of innovation, and underdeveloped interpersonal skills can be addressed by situating learning within

collaborative, real- world, and digitally enriched projects. Therefore, this study aims to investigate the

effectiveness of project-based digital learning in enhancing vocational students’ collaboration and

communication skills, specifically in the subject of plantation and herbal commodities processing in the APHP

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

program. By exploring how this pedagogical approach fosters both skills in meaningful and contextually relevant

ways, this research contributes to the broader discourse on pedagogical innovation in green-oriented vocational

education and its role in cultivating future-ready agro- entrepreneurs. Based on the theoretical framework in the

explanations above, we propose two hypotheses as a means of testing the effectiveness of the treatment: (1)

PBDL is effective in improving students' collaboration skills in the competency of processing plantation and

herbal commodities; and (2) PBDL is effective in improving students' communication skills in the competency

of processing plantation and herbal commodities.

METHOD

This study uses a quasi-experimental approach that aims to test the effectiveness of project-based digital learning

(PBDL) in improving students' collaboration and communication skills in the competence of processing

plantation and herbal commodities. In this case, two different groups already existed, so to anticipate bias in the

data produced, we used a non-equivalent group quasi-experimental design adopted from Campbell & Stanley

(1963). We consider this design because of its rationality, and the level of accuracy that can prevent bias in

treatment and measurement results, because it is carried out without randomizing existing groups (Kohan et al.,

2024). This research approach and design are translated into 5 main stages: identification and focus,

implementation of the pretest, administration of treatment, implementation of the posttest, interpretation and

conclusion. The study was conducted over a period of approximately four months, starting from the end of

January to the end of May 2025. The treatment process took place in eight meetings according to the allocation

of practical learning time in the competence of processing plantation and herbal commodities.

Four vocational high schools (VHS) were involved in this study, where all schools had two classes in the same

current year with the same competencies taught. The selection of VHS was based on several considerations to

ensure data accuracy without violating ethical procedures in the entire research process. First, the four schools

are VHS majoring in agricultural product processing agribusiness (AAPP) which have met the standards of

experience in organizing education and learning for more than five years, which is in accordance with that

proposed by Zilic (2018). Second, the two classes in the AAPP major owned by each school teach plantation and

herbal commodity processing competencies through the same teacher. Third, the availability of digital

infrastructure and its accessibility are considerations to ensure that PBDL can be implemented by students and

teachers. Finally, the partnership between the VHS majoring in AAPP and the herbal plantation agency is the

main consideration to ensure the relevance of learning to actual work conditions (Rohm et al., 2021). A total of

108 students and 4 teachers were involved in a series of research processes which were divided into two control

classes and two experimental classes. Before deciding on the involvement of all participants, we ensure their

legality through adequate licensing procedures.

Throughout the study, we used several data collection techniques to ensure a high level of accuracy and meet

the adequacy of data to answer the stated research objectives. At the pretest stage, we used a questionnaire on

collaboration and communication skills to measure the initial abilities of both. This questionnaire is the basis for

obtaining an initial picture and analyzing the equilibrium between groups (control and experiment) as a

requirement for the non-equivalent group quasi-experimental design to be carried out. We also used a

questionnaire to measure the value of collaboration and communication skills at the posttest stage. During the

implementation of PBDL, we used observation techniques to observe and ensure the implementation of the

stages and elements of PBDL in the competence of processing plantation and herbal commodities. Therefore,

the data collection instruments that we used included a questionnaire on collaboration and communication skills,

and an observation sheet for the implementation of PBDL. Table 1 explains in detail the blueprint for both

instruments in this study.

Table 1. Blueprint of research instruments

Instrument

Indicator

Operational

Collaboration skill Team goal orientation

questionnaire

Ability to understand, plan, and work towards

common goals with other team members.

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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(Järvelä et al., 2023) Shared

responsibility & Ability to take responsibility for group tasks, share the

accountability

workload fairly, and complete tasks together with

commitment.

Conflict

problem-solving

resolution

& Ability to manage differences of opinion, resolve

conflicts constructively, and find solutions in the context

of a work team.

Role flexibility and support Ability to adapt roles within the team as needed and

provide active support to other members.

Communication skill Active listening

questionnaire (Stehle

Peters- Burton,

Ability to listen fully, understand the information

conveyed by others, and respond appropriately.

&

Clarity

&

Coherence in Ability to convey information, instructions, and ideas

2019)

verbal expression

logically and efficiently in a work or learning context.

Written

skills

communication Ability to write reports, work instructions, and

technical documentation systematically, accurately, and

professionally.

PBDL

implementation

observation

Problem orientation

Asking questions about contextual issues or problems

using digital technology

sheet

Project planning & design Designing projects, defining learning objectives,

assigning roles, and developing work plans and project

schedules collaboratively.

(Haryanto et al.,

2021; Sudira et al.,

2022)

Investigation & exploration

Conduct in-depth exploration and data/information

collection through digital sources, observations, or

online interviews.

Project development

Develop solutions/prototypes/project works assisted

by digital tools.

Collaboration

communication

& Share progress and work results among team members,

including teachers and experts.

Reflection & feedback

Evaluate the learning process, obstacles faced, and self

and team evaluation, both individually and collectively.

The collected data were analyzed using t-test with two different specific methods. First, to test the effectiveness

of PBDL in improving collaboration and communication skills, it is necessary to look at the trend of differences

in the average pretest-posttest scores in each class, both in the experimental class and the control class. In this

case, the paired sample t-test is the most appropriate method in terms of accuracy and suitability of the results.

In addition, the normality that is met in the data provides an opportunity for this testing method to be used more

rationally (Reid, 2014). After seeing the trend of the differences, the independent sample t-test is then used to

test the difference in the average posttest scores of collaboration and communication skills between the

experimental class and the control class. The provision is, if the significance value (p) is below or equal to a

significance level of 5% (p ≤0.050), which indicates that the experimental class has a higher average value, then

the hypothesis is accepted, or in other words there is a difference in the average posttest score between the two

classes. The homogeneity standard that is met provides an opportunity for this testing method to be carried out

(Johnson & Wichern, 2007).

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

RESULT AND DISCUSSION

Analysis Prerequisite Test

Prerequisite analysis test was conducted to determine whether the data were normally distributed and had

homogeneous variance as a requirement to perform paired sample t-test and independent sample t-test. The

analysis prerequisite test contains tests for data normality and homogeneity of variance. The analysis prerequisite

test was carried out using SPSS V 21 software. The results of the data normality test are shown in table 2 below.

Table 2. Normality test result

Variable

Pre-test p Value

Experiment Control

Decisio

n

Post-test p Value

Experiment Control

Decision

Collaboration skill

0,215

0,281

0,119

0,108

Normal 0,184

Normal 0,314

0,262

0,264

Normal

Communication skill

Based on the results of the data normality test using the Kolmogorov Smirnov formula, the significance value in

each class was greater than 0.050 at a significance level of 5%, so it can be concluded that the data is normally

distributed. After the data is known to be normally distributed, then the homogeneity of variance test is then

carried out. Based on the results of the homogeneity of variance test, it is known that the significance value for

all variables is greater than 0.050 at a significance level of 5%, so it can be concluded that the variance of the

experimental class posttest data and control class posttest data on the collaboration and communication skill

variables is the same or homogeneous. The results of the homogeneity test are shown in table 3 below.

Table 3. Homogeneity Test Results

Variabel

Df1

Df2

106

Sig

0,155

0,267

Dec.

Collaboration skill

1

Homogeneous

Communication skill 1

The Effectiveness of Project-Based Digital Learning in Improving Colaboration and Communication Skill

Before assessing the effectiveness of the Project-Based Digital Learning (PBDL) model in improving students’

collaboration and communication skills through inferential statistical analysis using t-tests, it was essential to

first conduct an initial equivalence test on both skill variables between the experimental and control groups. This

preliminary step aimed to ensure that both groups had comparable levels of initial ability prior to the

implementation of the intervention, thereby allowing any subsequent differences in outcomes to be more

confidently attributed to the PBDL treatment rather than to pre-existing disparities. The equivalence test was

carried out using an independent sample t-test, which is a commonly used method to compare the means of two

separate groups. The results of this analysis indicated that the significance values for both collaboration and

communication skills were greater than 0.05, suggesting that there were no statistically significant differences in

the pretest scores between the experimental and control classes. These findings confirm that the two groups were

balanced in terms of their initial skill levels, which validates the appropriateness of proceeding with the

effectiveness testing phase. The confirmation of this baseline equivalence is critical in quasi-experimental

designs, especially those employing non-randomized groups, as it helps to ensure the internal validity of the

study. The detailed results of the equivalence test, including the degrees of freedom, mean scores, t-values,

and significance levels, are presented in Table 4 of the findings section.

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Table 4. Initial Ability Test Result

Variabel

Control

t Value Sig

Decision

speriment

Df Mean Df

Mean

21,10

21.00

Collaboration skill 52

21,84

21.16

52

1,108

0,983

0,254

0,307

Balanced

Communication

skill

52

Following the completion of the initial ability testing, the next crucial step in the research process was the

implementation of the Project-Based Digital Learning (PBDL) model as an instructional treatment for the

experimental class. In contrast, the control class continued to use the conventional instructional model that had

been previously in place. This treatment phase was carried out over a series of eight structured sessions, each

aligned with the practical learning schedule allocated for the subject of plantation and herbal commodities

processing. Within the PBDL framework, students participated in a hands-on project aimed at developing

functional food or beverage products derived from locally available herbal ingredients, including ginger,

lemongrass, turmeric, and moringa leaves. The production process was comprehensive and contextually

grounded, involving several critical phases including market needs analysis, formulation of recipes, hygienic

processing techniques, and eco-friendly packaging design. Additionally, students integrated various digital tools

and platforms throughout the learning process. For instance, documenting their progress using digital media,

simulating promotional campaigns through social media platforms, and delivering final project presentations in

multimedia formats such as videos or infographics. As a result, students not only produced tangible, consumable

products but also created digital portfolios that showcased both their technical competencies and interpersonal

skills. To quantitatively assess the impact of this treatment, a paired sample t-test was conducted to measure the

difference in mean scores between the pretest and posttest results for collaboration and communication skills

within each group. The outcomes of this paired sample t-test are comprehensively presented in Table 5 and serve

as the basis for evaluating the significance of improvement observed in the experimental class following the

PBDL intervention.

Table 5. Paired Sample t-Test Result

Variabel

Pre.

Experiment

–

Post. Pre.

Control

–

Post

Mean Diff.

-15,664

t Value

-10,184

-9,294

Sig

Mean Diff.

-6,002

t Value

Sig

Collaboration skill

0,000

-4,058

-3.703

0,000

Communication skill

-14,981

-4,322

Based on the results of the paired sample t-test, the significance values for the pretest-posttest pairs in the

experimental class for both collaboration and communication skills were 0.000 (p ≤ 0.05), indicating a

statistically significant improvement in students’ abilities after receiving the Project-Based Digital Learning

(PBDL) treatment. This outcome confirms that the implementation of PBDL had a meaningful and positive

effect on enhancing these interpersonal skills, thereby supporting the first research hypothesis. Following the

confirmation of significant within- group improvement, an independent sample t-test was conducted to compare

the posttest mean scores between the experimental class and the control class. This analysis aimed to determine

whether the observed improvements in the experimental group were significantlygreater than those in the control

group, with detailed results presented in Table 6 below.

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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Table 6. Independent Sample t-Test Result

Variable

Mean difference

t Value

7,283

Sig.

Collaboration skill

9,662

0,000

Communication skill 10,659

8,002

Based on the results of the independent sample t-test, the significance values for both collaboration and

communication skills were found to be 0.000 (p ≤ 0.05), indicating a statistically significant difference in the

mean scores between the experimental class, which received the Project-Based Digital Learning (PBDL)

treatment, and the control class, which did not. These results confirm that students in the experimental group

outperformed those in the control group in both skill areas following the intervention. The significantly higher

average scores in the experimental class demonstrate the effectiveness of the PBDL model in fostering students’

interpersonal competencies, thus providing empirical support for the second hypothesis of the study.

DISCUSSION

The findings of the study demonstrate that the Project-Based Digital Learning (PBDL) model significantly

enhances students’ collaboration and communication skills within the competence of processing plantation and

herbal commodities. Results from paired and independent t-tests reveal substantial improvements in the pretest-

posttest scores of students in the experimental group compared to those in the control group. These findings

highlight the effectiveness of a digitally integrated project-based approach in fostering participatory, interactive,

and meaningful learning experiences, particularly in vocational education contexts that have long been critiqued

for their conventional, teacher-centered instructional methods. Pedagogically, this can be rationalized through

Vygotsky’s social constructivist theory, which emphasizes the importance of social interaction and technological

mediation in the development of cognitive and social capabilities. In this learning environment, PBDL facilitates

collaborative learning, joint knowledge construction, and the development of communication skills through

teamwork and the use of digital media (Ngereja et al., 2020; Rahman et al., 2022).

Despite its evident benefits, PBDL is not without its criticisms. Prior research has indicated that the success of

PBDL heavily depends on teacher readiness, student learning culture, and the availability of adequate digital

infrastructure (Basilotta Gómez-Pablos et al., 2017; Nurdiansah et al., 2021). In some cases, as reported by (Bell

(2010); Lizunkov et al. (2020), the approach may present challenges if students lack sufficient digital literacy or

time management skills. Moreover, hierarchical and teacher-dominated learning cultures prevalent in many

vocational institutions may hinder the optimal implementation of project-based strategies. Zheng et al. (2021)

found that collaboration and communication in learning are significantly influenced by teacher autonomy and a

curriculum structure that supports active learning. Therefore, while the current findings support the effectiveness

of PBDL, it is important to consider contextual factors that may affect the sustainability of its impact.

From a supportive perspective, this study aligns with recent evidence suggesting that collaboration skills in 21st-

century learning involve not only teamwork but also socially shared regulation, allowing learners to manage their

collaborative and communicative processes metacognitively (Järvelä et al., 2023). Additionally, the integration

of digital technologies has been shown to enhance accessibility and broaden student engagement, as highlighted

by Crespí et al. (2022); Nilsook et al. (2021); Wahyudi & Winanto (2018). In agribusiness education, PBDL

offers a highly relevant learning model by engaging students directly in managing the production and marketing

processes of local herbal commodities, from project planning and problem exploration to digital communication

of outcomes. Thus, learning extends beyond technical knowledge transfer to include the development of

entrepreneurial mindsets and interpersonal competencies essential in the modern agro-industrial workforce.

These benefits support the growing demand for green skills and competencies within the framework of TVET

for Sustainable Development (Sidik & Pratama, 2019; Sudjimat et al., 2020).

The implications of this study are both practical and theoretical. On the practical level, it encourages vocational

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education institutions to adopt project-based digital learning as a core strategy for developing students’

interpersonal skills, especially collaboration and communication. This model should not be seen as a one-time

intervention but integrated into the core curriculum, supported by institutional policies, teacher training, and

digital infrastructure. On the theoretical side, the study contributes to the body of empirical evidence on the

effectiveness of digital constructivist pedagogy in agribusiness-based vocational learning and enriches the

discourse on how 21st-century skills can be developed contextually and sustainably. Future research is advised

to explore the integration of PBDL with other pedagogical approaches such as STEM or inquiry-based learning

and to extend the scope of skills measured to include critical thinking, creativity, and problem-solving. Further

studies might also test the model's effectiveness across various vocational fields and socio-economic contexts to

better understand the generalizability and sustainability of its impacts.

CONCLUSION

This study concludes that Project-Based Digital Learning (PBDL) is an effective instructional model for

enhancing vocational students’ collaboration and communication skills, particularly in the context of processing

plantation and herbal commodities. The findings, supported by both paired and independent sample t-tests, reveal

a significant increase in students’ interpersonal skills in the experimental group compared to the control group.

PBDL enabled students to engage in authentic, context-driven, and digitally supported learning experiences that

promoted teamwork, problem-solving, and idea articulation. These outcomes reinforce the importance of

integrating constructivist, student-centered approaches in vocational education to prepare learners for complex,

real-world challenges in agro-industry sectors. However, this study is not without limitations. It was limited to

four schools within a specific program and context, which may affect the generalizability of the findings.

Furthermore, variations in digital infrastructure and teacher readiness may influence the scalability of PBDL.

Therefore, future studies are recommended to explore the long-term impact of PBDL across diverse vocational

fields and to integrate other 21st-century skills such as critical thinking and creativity. Practically, schools should

invest in digital tools and teacher training, while theoretically, this research contributes to the discourse on

effective digital pedagogies that align with green skills development and sustainable vocational education

transformation.

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