<![CDATA[Kompetensi servis sistem mesin sepeda motor tipe cub menuntut penguasaan prinsip kerja engine empat langkah, ketepatan prosedur, penggunaan alat ukur, keselamatan kerja, interpretasi gejala, dan verifikasi hasil perawatan. Video pembelajaran berpotensi memperjelas proses yang sulit diamati dan menyediakan demonstrasi yang dapat diulang, tetapi bukti menunjukkan bahwa video yang hanya merekam langkah kerja belum tentu menghasilkan kompetensi praktik. Kajian ini bertujuan mengkritisi bukti tentang desain video instruksional, pembelajaran prosedural, pendidikan vokasi, asesmen performa, dan media otomotif untuk merumuskan kerangka desain video servis sistem mesin sepeda motor tipe cub. Kajian menggunakan tinjauan literatur kritis dengan penelusuran terarah pada Google Scholar, Garuda, ERIC, ScienceDirect, dan SpringerLink untuk publikasi 2016-Juli 2026. Korpus akhir terdiri atas 32 sumber terverifikasi yang dianalisis melalui pemetaan deskriptif, pembobotan kekuatan inferensi, dan sintesis tematik. Enam kebutuhan desain ditemukan: standardisasi teknis dan keselamatan; eksposisi fungsional engine dan kondisi normal; rangkaian prosedur yang disertai alasan dan penalaran diagnosis; visualisasi detail melalui close-up, animasi, overlay, serta tampilan alat ukur; interaksi terarah yang terhubung dengan latihan bengkel; dan asesmen performa autentik. Sintesis menghasilkan Kerangka SERVIS: Standardisasi, Eksposisi, Rangkaian prosedur dan reasoning, Visualisasi, Interaksi, serta Skor performa. Kerangka ini memindahkan fokus dari video sebagai dokumentasi demonstrasi menuju video sebagai urutan belajar yang menghubungkan standar teknis, model mental, tindakan, data, keputusan, dan bukti kompetensi. Kerangka SERVIS perlu diuji melalui validasi ahli, uji kepraktisan, eksperimen komparatif, pengukuran retensi, dan penilaian transfer keterampilan pada unit praktik nyata. Four-stroke cub-motorcycle engine service requires integrated knowledge of engine operation, procedural accuracy, measuring-tool use, occupational safety, symptom interpretation, and post-service verification. Instructional video can make hidden processes visible and provide repeatable demonstrations; however, evidence indicates that videos that merely record procedural steps do not necessarily develop practical competence. This review critically examined evidence on instructional-video design, procedural learning, vocational education, performance assessment, and automotive learning media to formulate a design framework for cub-motorcycle engine-service videos. A critical literature review was conducted through targeted searches of Google Scholar, Garuda, ERIC, ScienceDirect, and SpringerLink for publications from 2016 to July 2026. The final corpus comprised 32 verified sources analysed through descriptive mapping, inference-strength weighting, and thematic synthesis. Six design requirements emerged: technical and safety standardisation; functional exposition of engine operation and normal conditions; procedural sequences linked to technical reasons and diagnostic reasoning; detailed visualisation using close-ups, animation, overlays, and measuring-instrument displays; guided interaction connected to workshop practice; and authentic performance assessment. These requirements were integrated into the SERVIS Framework: Standardisation, Exposition, Reasoned procedure, Visualisation, Interaction, and Scoring of performance. SERVIS shifts the focus from video as a recorded demonstration to video as a learning sequence connecting technical standards, mental models, actions, data, decisions, and evidence of competence. The framework should be examined through expert validation, usability studies, comparative experiments, delayed-retention measures, and transfer assessments using actual workshop units.]]>
