Which Learning Domains Benefit Most from Occupational Safety-Integrated Project-Based Learning? A Comparative...

Occupational safety has become an essential competency in vocational education, particularly in agricultural programs where students are exposed to high-risk practical activities. Although Project-Based Learning (PjBL) has been widely recognized for promoting authentic learning, limited evidence exists regarding how Occupational Safety-Integrated Project-Based Learning (OS-PjBL) influences different learning domains simultaneously. This study investigated the comparative learning outcomes of OS-PjBL across the cognitive, affective, and psychomotor domains in agricultural vocational education. A quantitative evaluative design was employed involving 30 undergraduate students enrolled in the Agricultural Production Technology program at Pangkep State Polytechnic of Agriculture, Indonesia. The validated OS-PjBL model was implemented through authentic project activities integrating hazard identification, risk assessment, safety procedures, and reflective practice. Cognitive outcomes were measured using achievement tests, while affective and psychomotor competencies were assessed through structured observation sheets and performance rubrics. Data were analyzed descriptively using measures of central tendency and percentage-based comparisons across learning domains. The findings revealed a substantial gain in cognitive achievement and high achievement levels in the affective and psychomotor domains. Students achieved a cognitive post-test mean score of 86.87, while affective and psychomotor competencies reached overall achievement levels of 92.5% and 95.0%, respectively. Comparative descriptive analysis indicated that psychomotor competence demonstrated the highest level of achievement, followed by affective and cognitive outcomes. These findings suggest that integrating occupational safety throughout project-based learning effectively promotes holistic competence development by simultaneously strengthening conceptual understanding, professional attitudes, and practical workplace performance. This study extends the PjBL literature by positioning occupational safety not merely as supplementary instructional content but as the pedagogical organizing principle of authentic learning experiences, providing a practical framework for preparing safety-conscious and industry-ready vocational graduates.