<![CDATA[Abstract: This study aims to analyze the development and implementation of vocational education curricula in Indonesia and Malaysia in response to the challenges of the Industrial Revolution 4.0. A Systematic Literature Review (SLR) was conducted following the PRISMA protocol. Ten articles published between 2020 and 2024 were selected and analyzed using thematic analysis to identify key patterns, strategies, and challenges in vocational curriculum reform in both countries. The findings reveal that Indonesia and Malaysia emphasize competency- and outcome-based approaches to prepare graduates with job-relevant skills, adaptability, and technological literacy aligned with industry demands. Indonesia implements the Merdeka Curriculum and Competency-Based Education (CBE), focusing on learning flexibility, school autonomy, and teacher innovation. However, its implementation is constrained by teachers’ readiness and limited collaboration with industry. In contrast, Malaysia adopts Outcome-Based Education (OBE) and the National Dual Training System (NDTS), which stress systemic consistency, standardized learning outcomes, and institutionalized industry partnerships, although challenges remain in enhancing digital readiness and strengthening students’ soft skills. The findings suggest that an ideal vocational curriculum model could be developed by integrating Indonesia’s innovative flexibility with Malaysia’s systemic consistency. Therefore, further research is recommended to conduct comparative field studies involving teachers, students, and industry partners, as well as to examine the effectiveness of digital collaboration and the integration of lifelong learning alignment in supporting vocational education reform. Keywords: vocational education, curriculum development, Indonesia, Malaysia, Industrial Revolution 4.0 Abstrak Penelitian ini bertujuan untuk menganalisis pengembangan dan implementasi kurikulum pendidikan vokasi di Indonesia dan Malaysia dalam menghadapi tantangan Revolusi Industri 4.0. Studi ini menggunakan pendekatan Systematic Literature Review (SLR) dengan mengacu pada protokol PRISMA. Sepuluh artikel yang diterbitkan dalam rentang tahun 2020–2024 diseleksi dan dianalisis menggunakan teknik analisis tematik untuk mengidentifikasi pola, strategi, dan tantangan utama dalam reformasi kurikulum vokasi di kedua negara. Hasil kajian menunjukkan bahwa baik Indonesia maupun Malaysia menekankan pendekatan berbasis kompetensi dan hasil belajar guna menyiapkan lulusan yang memiliki keterampilan kerja, kemampuan adaptasi, serta literasi teknologi yang selaras dengan kebutuhan industri. Indonesia mengimplementasikan Kurikulum Merdeka dan Competency-Based Education (CBE) yang berorientasi pada fleksibilitas pembelajaran, otonomi sekolah, dan inovasi guru. Namun, implementasinya masih menghadapi kendala pada kesiapan guru dan terbatasnya kolaborasi dengan dunia industri. Sementara itu, Malaysia menerapkan Outcome-Based Education (OBE) dan National Dual Training System (NDTS) yang menekankan konsistensi sistem, standarisasi capaian pembelajaran, serta kemitraan industri yang terinstitusionalisasi, meskipun masih menghadapi tantangan dalam kesiapan digital dan penguatan keterampilan lunak peserta didik. Temuan ini menunjukkan bahwa model kurikulum vokasi yang ideal dapat dikembangkan dengan mengintegrasikan fleksibilitas dan inovasi dari Indonesia serta konsistensi sistemik dari Malaysia. Oleh karena itu, penelitian lanjutan direkomendasikan untuk melakukan studi lapangan komparatif yang melibatkan guru, siswa, dan mitra industri, serta mengkaji efektivitas kolaborasi digital dan konsep pembelajaran sepanjang hayat dalam mendukung reformasi pendidikan vokasi. Kata kunci: pendidikan vokasi, pengembangan kurikulum, Indonesia, Malaysia, Revolusi Industri 4.0]]>
