<![CDATA[Pengembangan video pembelajaran pada pendidikan vokasional sering dilakukan sebagai respons terhadap kebutuhan visualisasi prosedur, tetapi tidak selalu ditopang oleh prinsip desain instruksional yang kuat. Masalah ini penting pada materi perawatan sistem kemudi, rem, dan suspensi karena peserta didik perlu memahami urutan kerja, standar keselamatan, gejala kerusakan, penggunaan alat, dan evaluasi hasil praktik secara simultan. Penelitian ini bertujuan menyintesis tren, prinsip desain, efektivitas, dan kesiapan implementasi video pembelajaran yang relevan untuk pengembangan media otomotif. Metode yang digunakan adalah systematic literature review berbasis PRISMA 2020 dengan sumber data tabulasi Scopus berjumlah 1.400 rekaman. Setelah penghapusan 34 duplikasi, screening tipe dokumen dan tahun menghasilkan 1.016 artikel/review periode 2020–2025; screening tematik kemudian menghasilkan 327 artikel relevan, dan 50 artikel dipilih untuk sintesis akhir. Hasil menunjukkan empat tema dominan, yaitu desain dan efektivitas video instruksional, interaktivitas-flipped learning-YouTube, VR/AR dan media praktikum, serta kesiapan implementasi TVET/vokasional. Sintesis kritis menegaskan bahwa video yang efektif perlu ringkas, tersegmentasi, menggunakan cue visual, menghadirkan instruktur secara proporsional, mengelola beban kognitif, dan terhubung dengan tugas praktik. Untuk konteks otomotif, video sebaiknya menampilkan diagnosis berbasis gejala, demonstrasi close-up, standar keselamatan, dan rubrik evaluasi praktik agar tidak berhenti sebagai media tontonan, tetapi menjadi perangkat pembelajaran prosedural yang mendukung transfer keterampilan kerja. The development of instructional videos in vocational education is often driven by the need to visualize practical procedures, but it is not always supported by robust instructional design principles. This issue is crucial for steering, brake, and suspension maintenance because students must simultaneously understand work sequences, safety standards, fault symptoms, tool use, and practical performance evaluation. This study aims to synthesize research trends, design principles, effectiveness evidence, and implementation readiness of instructional videos relevant to automotive learning media development. A systematic literature review based on PRISMA 2020 was conducted using a Scopus metadata tabulation consisting of 1,400 records. After removing 34 duplicates, document-type and publication-year screening retained 1,016 articles/reviews from 2020–2025; thematic screening identified 327 relevant records, and 50 articles were selected for final synthesis. The findings reveal four dominant themes: instructional video design and effectiveness; interactivity, flipped learning, and YouTube; VR/AR and practicum media; and TVET/vocational implementation readiness. The critical synthesis shows that effective videos should be concise, well segmented, visually cued, supported by proportionate instructor presence, cognitively manageable, and connected to practice tasks. For automotive learning, videos should present symptom-based troubleshooting, close-up demonstrations, safety standards, and performance rubrics so that they function not merely as viewing materials but as procedural learning tools that support the transfer of workplace skills.]]>
