This study aims to 1) determine the validity of organic chemistry modules with the project learning model developed, 2) find out the implementation of the developed lesson plan, 3) find out student activities during the learning process using developed organic chemistry modules, 4) find out student learning outcomes after participating in project-based learning , and 5) knowing the response of students to project-based learning to train academic skills and vocational skills of vocational students.  This type of research is research and development research in development) that adapted Dick and Carey's procedural models with field trials using the design of one group pretest posttest design.  The data obtained are as follows: organic chemistry modules with a project-based learning model are said to be valid, the implementation of lesson plans is good, student activities during the project-based learning process are 60-100%, student learning outcomes include academic skills increased by 0.59 and vocational conversations students experience  increase with gain score 0.73.  Student response to project-based learning is 91%.  Obstacles in carrying out learning activities are the number of tools that are limited in time to carry out less experimental activities.  Based on the results of data analysis, it can be concluded that the development of an organic ki module with a project-based learning model in a laboratory-scale ctanol-making material is effective for training academic skills and vocational skills of vocational students