2. 84 Bambang Endroyo et al. / Procedia Engineering 125 (2015) 83 – 88
1. Introduction
Safety in the workplace, especially in construction projects still needs attention. The results of statistical analysis
showed the level of fatal accidents in the construction industry is higher than the average for all industries [1,2].
Occupational Safety and Health (OSH) is the efforts to identify and control the hazards, accidents, and occupational
diseases, which might take place in the workplace in such a way that the workers, visitors, and anybody present at the
workplace as well as in its surroundings will be safe and free from unacceptable risks [1,3,4]. Occupational accidents
are unplanned, unpredictable, or unintentional events which can cause some damage or harm to the equipments, or
cause injury, or even death to the workers [5] These accidents may bring about many detrimental impacts, such as
financial losses, social nuisances, and human suffering [6] as well as humanitarian issues [7]. Some old theories
concerning how accidents happen focused more on the individual aspects and have the downstream approach, such
as: (a) The Pure Chance Theory, (b) The Accident-Proneness Theory, (c) The Goals-Freedom-Alertness Theory, and
(d) The Adjustment-Stress Theory. Whereas the newer theories focus more on the organizational factors and have the
upstream approach, such as: (e) The Domino Theory, (f) The Fishbone Model, (g) The Tripod Model, and (h) The
Constraint-Response Theory [1,5,8]. Furthermore, for safety management in international level it is possible to refer
to Occupational Health and Safety Management System (OHSAS 18001, 2007), while in Indonesia it is also possible
to refer to Management System for Occupational Safety & Health (Sistem Manajemen Keselamatan & Kesehatan
Kerja, SMK3) enacted by Regulation of the Minister of Manpower and Transmigration number PER.50/MEN/ 2012.
Up to now, the performance of occupational safety and health (OSH) in the developing countries was quite poor. OSH
in Indonesia is far behind OHS in other countries in ASEAN [9]. According to [2], the number of accident in Indonesia
is in number 52 out of 53 countries that have been surveyed. Until 2011, the rate of fatal accident in Indonesia is 20
per 100.000 workers. Certainly, there should be hard efforts to reduce the number of accident as minimum as possible.
2. The Role of Education/Training in Improving Occupational Safety and Health
One attempt to minimize the number of occupational accidents is through education and training [10]. In line with
this, Florio [11], a professor of safety education from the University of Illinois, says that in order to prevent accidents,
it is necessary to improve the knowledge, skills, attitudes, and habits of the people involved. To improve all of those
abilities, and thereby to reduce the country’s accidents rate, is challenge that safety education must be accepted in
school curriculum. Florio [11] also says that students in vocational should focus on preventing accidents because
people who have gotten safety education will be aware that accidents are actually preventable and predictable.
Furthermore, Crosby [12], a professor of occupational education from the University of Louisville, Kentucky, says
that safety is one of the elements of teaching, and it is the responsibility of every vocational teachers to include those
things in the curriculum, as well as the facilities when working with equipment, machinery, and material. Pellicer [13]
states that education and training are vital issues to obtain a construction safety culture. Gambatese declares that
education and training for project personnel in the workplace are significant aspect of safe construction jobsites [14].
All employees including the top management should undergo safety and health related training with a sole purpose to
create safety awareness and safety consciousness [15].The findings of a study show that education has a significant
role to the attitude of Occupational health and safety by r = 0.300 (sig: 0.048) [16]. Therefore development of
learning/training model of OSH become an important issue.
3. Model of Learning/Training of Occupational Health and Safety Based on Industry in the Construction
Industry
Safety training as safety management has been existing for years, but the type/model of effective training remains
a question. Model of learning/training is a set of specific, integrated and practical principles that are used by teachers
in teaching [17]. The existing model use old learning/training approach there are: not up to date learning materials,
teacher-centred method, not yet use multimedia, limited equipment, not use construction project for existing training
environment, and the assessment focused at cognitive domain. The proposed model is a model of industry-based
learning/training, is illustrated in Figure 1. This study is a research & development (R&D) following the pattern of
the Borg and Gall [18]. The model is divided into some components: materials, methods, equipment and media as
3. 85Bambang Endroyo et al. / Procedia Engineering 125 (2015) 83 – 88
well as the environment, teachers/instructors, and assessment of the learning outcomes. In the component of material
for learning/training, the scope are taken from the theory of OSH and other things that are implemented in the
construction industry (civil engineering). It also was summarized from the questionnaires returned by the respondents.
The respondents were civil engineering practitioners and academics who had relevant track records with the problem
under study. By means of the model, the researchers expect that the learning will be more effective with the materials
that are more appropriate for the domain of business/industry.
In the component of teaching/training method, a combination of Contextual Teaching-learning (CTL),
Cooperative Learning (CL), and Competency-based Training/learning (CBE/T) approaches was used. CTL is the
method of learning that is linked to the facts commonly found in life [19], in this case is a civil engineering work. CL
is learning in groups to achieve individual understanding [19]. While CBE/T is a learning approach that emphasizes
the mastery of knowledge, skill and attitude necessary for a successful achievement in a job or in a position [20]. By
using all three learning approaches mentioned above, an industry-based learning model for OSH was designed. In this
case, the learning/training model was designed to produce output that has the knowledge, skills and attitudes in
accordance with the competence of a worker in the medium level in Civil Engineering.
In the component of equipment, media and environment, use multimedia device as much as possible, and utilizing
the existing environment, such as civil engineering projects. In the component of assessing learning outcomes,
portfolio assessment was used. In this case, the aspects of knowledge, skills, attitudes and students’ self-reflection
were assessed comprehensively. While in the component of teachers, it was required to use teachers who had both
teaching certification and certification expertise.
The research was conducted from 2011 to 2013. To determine the learning /training material, the subjects of this
study are the practitioners in construction projects in Central Java and Yogyakarta, and also the teachers/lecturers in
institutions of higher vocational education in Central Java and Yogyakarta. The data were collected using the
techniques of observation, interview, documentation, and questionnaires. Observation is collecting data by viewing a
fact or occurrence for some scientific or other special purpose, interview is a meeting of two or more persons to
exchange information and idea through question and responses [21]. Questionnaires is a formulated written set of
questions to which respondents record their answers, usually within rather closely defined alternatives [22].
Furthermore, documentation is collecting all document (written, picture, creation). In this study, documentation as a
complement of observation.
To determine the effectiveness of proposed model, the quasi experiment was conducted to student of D3 Program
Civil Engineering in State University of Semarang (UNNES), by forming an experimental group (32 students) that
used industry-based learning model and a control group (34 students) that used the existing learning model. Criteria
for the effectiveness is that the achievement of learning outcomes in the experimental group was significantly better
than that of the control group. According to Bloom taxonomy, the learning outcomes be divided to cognitive domains,
affective domain, and psychomotor domain [23]. Cognitive associated with mental abilities (knowledge), affective
associated with emotional, attitude related psychomotor skills [24].
4. Research Result
Key factors in OSH which are implemented in the construction industry are: commitment and policy of the top
management, planning, implementation (which includes capability assurance, supporting activities, and hazard
identification), measurement and evaluation, review and corrective action. The OSH learning/training was proposed
in the construction industry used a combination of Contextual Teaching-learning (CTL), Cooperative Learning (CL),
and Competency-based Training/learning (CBE/T) approaches. The result of quasi-experiment are illustrated in Fig.2.
In the cognitive domain, the difference between the test results of the experimental group and the control group,
the pre-test is t=1.506 (sig: 0.137). It means that at the beginning there was no significant difference in cognitive
learning outcomes about OSH between the experimental group and control group. The result of the difference in mid
test is t=4.561 (sig: 0.005), which means that in the middle of learning process the cognitive learning outcomes about
OSH of the experimental group was significantly better than that of the control group. The difference in the post test
is t=2.591 (sig: 0.012), meaning that at the end of the learning process, cognitive learning outcomes about OSH of the
experimental group was significantly better than that of the control group.
4. 86 Bambang Endroyo et al. / Procedia Engineering 125 (2015) 83 – 88
Fig.1 Learning/training model of OSH based on Industry
In the affective domain, the test results the difference between the experimental group and the control group in
the pre-test is t=2.149 (sig: 0.035), which means at the beginning of learning there were significant differences between
the experimental group and control group. The result of the difference in the post test is t=2.232 (sig: 0.029). It means
that at the end of learning, affective learning outcomes of OSH of the experimental group was better than that of the
control group.
Cognitive domain Affective domain Psychomotor domain
Pre test Mid test Post test Pre test Post test Pre test Post test
79.5 81.50
76.88 76.7 78.09 76.34 79.15
71.76 75.47 75.88
69.75
64.15 67.47
63.25
Note: (1) Experiment group (2) Control group (3) Maximum score = 100
Fig.2 The score of student achievement of OSH in each domain
Novelty of Theory of Learning/Training: Behaviorism,
Constructivism, Cognitivism
Learning Taxonomy: Bloom Taxonomy:
Cognitive, Affective, and Psychomotor
Novelty of Learning/Training Approach: Contextual
Teaching-Learning (CTL), Cooperative Learning (CL),
Competency Based Education/training (CBE/T)
Instructional Technology: Learning resources, media,
environment
Novelty of Assessment: Port folio assessment
Base/Theory
Novelty of Theory of Occupational
Safety and Health:
Organisational/managerial Theory,
Constraint-Response Theory,
Novelty of Approach: Upstream
approach, Total approach
Implementation in Industry Sistem
Keselamatan &Kesehatan Kerja(SMK3)
,Occupational Health & Safety Manage-
ment System (OHSAS),Construction
Design & Management(CDM)
Learning/training Method
Active Student Learning with
Contextual Teaching-Learning,
Cooperative Learning,
Competency Based
Education/training
Devices, Media,
Learning re-
sources and
environment
Computer, LCD
handout, brocure,
book, project
Learning/train-
ing material:
Basic theory of
OHS & best
practice from
industry
Assessment
Criterion-
referenced
assessment
Portfolio
Assessment
1.Basic theory
of OHS
2.Competency
of OHS
in industry
1.Clasical Learning/
training
2.Group Assignment
& individual
3.Group and classroom
discussion
4.Skills and compe-
tency training
5.Visit to the construc-
tion project
6.Reflection
Devices:
1.Safety tools
2.Computer, LCD
Media:
1.Textbook, handout
2.Clipping of newspaper
3.Foto and film
Environment:
Construction project that
implements OSH
1.Cognitive test
2. Achievement
test
3. Behavior obser-
vation
4.Questionnaire
of attitude
5.Activity in dis-
cussion
6.Resume of
reflection
Trainee/student has a safety and health competencies include: knowledge, skills, and attitudes for
working in industry.
Achie-
vementLearning/trainingClassroompractical
Component
5. 87Bambang Endroyo et al. / Procedia Engineering 125 (2015) 83 – 88
In the psychomotor domain, the difference between the test results of the experimental group and control group in
the pre test is t=1.026 (sig: 0.305), meaning that there was no difference in psychomotor learning outcomes of OSH
at the beginning of learning between the experimental group and control group. The result of the difference in the post
test is t=2.319 (sig: 0.020), meaning that the results of psychomotor learning about the OSH of the experimental group
was better than that of the control group.
5. Conclusion
Some conclusions can be drawn from the research:
1. One attempt to minimize the number of occupational accidents is through education and training.
2. Industry-based OSH learning model in the construction industry is composed of 4 (four) components, namely:
(a) material, containing OSH basic theory and its application in industry, (b) learning/training method that uses
Competency Based Learning, Cooperative Learning, and Contextual Learning, (c) tool/equipment to learn the
skills, and adequate media as well as maximum utilization of the environment, (d) learning/training evaluation in
the form of portfolio. In implementing process, need teachers/lecturers who have teaching certificates and
expertise.
3. The implementation of industry-based OSH learning model is more effective in improving learning outcomes in
all domain (cognitive, affective,psychomotor) than the existing learning model that has been used so far.
The model developed in this study is suggested to be used in learning/training OSH in the construction industry.
That is because this model can effectively improve the OSH knowledge, skills and attitude of the participants. In
addition, material for this learning model has been adapted to the implementation of occupational health and safety in
civil engineering projects.
Acknowledgements
The writers gratefully acknowledge to the Department of Civil Engineering, State University of Semarang, which
provides facilities for this study. Thanks also go to the construction practitioners, academics, students, who participate
in this study.
References
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![84 Bambang Endroyo et al. / Procedia Engineering 125 (2015) 83 – 88
1. Introduction
Safety in the workplace, especially in construction projects still needs attention. The results of statistical analysis
showed the level of fatal accidents in the construction industry is higher than the average for all industries [1,2].
Occupational Safety and Health (OSH) is the efforts to identify and control the hazards, accidents, and occupational
diseases, which might take place in the workplace in such a way that the workers, visitors, and anybody present at the
workplace as well as in its surroundings will be safe and free from unacceptable risks [1,3,4]. Occupational accidents
are unplanned, unpredictable, or unintentional events which can cause some damage or harm to the equipments, or
cause injury, or even death to the workers [5] These accidents may bring about many detrimental impacts, such as
financial losses, social nuisances, and human suffering [6] as well as humanitarian issues [7]. Some old theories
concerning how accidents happen focused more on the individual aspects and have the downstream approach, such
as: (a) The Pure Chance Theory, (b) The Accident-Proneness Theory, (c) The Goals-Freedom-Alertness Theory, and
(d) The Adjustment-Stress Theory. Whereas the newer theories focus more on the organizational factors and have the
upstream approach, such as: (e) The Domino Theory, (f) The Fishbone Model, (g) The Tripod Model, and (h) The
Constraint-Response Theory [1,5,8]. Furthermore, for safety management in international level it is possible to refer
to Occupational Health and Safety Management System (OHSAS 18001, 2007), while in Indonesia it is also possible
to refer to Management System for Occupational Safety & Health (Sistem Manajemen Keselamatan & Kesehatan
Kerja, SMK3) enacted by Regulation of the Minister of Manpower and Transmigration number PER.50/MEN/ 2012.
Up to now, the performance of occupational safety and health (OSH) in the developing countries was quite poor. OSH
in Indonesia is far behind OHS in other countries in ASEAN [9]. According to [2], the number of accident in Indonesia
is in number 52 out of 53 countries that have been surveyed. Until 2011, the rate of fatal accident in Indonesia is 20
per 100.000 workers. Certainly, there should be hard efforts to reduce the number of accident as minimum as possible.
2. The Role of Education/Training in Improving Occupational Safety and Health
One attempt to minimize the number of occupational accidents is through education and training [10]. In line with
this, Florio [11], a professor of safety education from the University of Illinois, says that in order to prevent accidents,
it is necessary to improve the knowledge, skills, attitudes, and habits of the people involved. To improve all of those
abilities, and thereby to reduce the country’s accidents rate, is challenge that safety education must be accepted in
school curriculum. Florio [11] also says that students in vocational should focus on preventing accidents because
people who have gotten safety education will be aware that accidents are actually preventable and predictable.
Furthermore, Crosby [12], a professor of occupational education from the University of Louisville, Kentucky, says
that safety is one of the elements of teaching, and it is the responsibility of every vocational teachers to include those
things in the curriculum, as well as the facilities when working with equipment, machinery, and material. Pellicer [13]
states that education and training are vital issues to obtain a construction safety culture. Gambatese declares that
education and training for project personnel in the workplace are significant aspect of safe construction jobsites [14].
All employees including the top management should undergo safety and health related training with a sole purpose to
create safety awareness and safety consciousness [15].The findings of a study show that education has a significant
role to the attitude of Occupational health and safety by r = 0.300 (sig: 0.048) [16]. Therefore development of
learning/training model of OSH become an important issue.
3. Model of Learning/Training of Occupational Health and Safety Based on Industry in the Construction
Industry
Safety training as safety management has been existing for years, but the type/model of effective training remains
a question. Model of learning/training is a set of specific, integrated and practical principles that are used by teachers
in teaching [17]. The existing model use old learning/training approach there are: not up to date learning materials,
teacher-centred method, not yet use multimedia, limited equipment, not use construction project for existing training
environment, and the assessment focused at cognitive domain. The proposed model is a model of industry-based
learning/training, is illustrated in Figure 1. This study is a research & development (R&D) following the pattern of
the Borg and Gall [18]. The model is divided into some components: materials, methods, equipment and media as](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)