<![CDATA[Pengembangan video pembelajaran untuk pendidikan vokasional otomotif memerlukan dasar desain yang melampaui kualitas visual karena pembelajaran perawatan kemudi, rem, dan suspensi menuntut pemahaman prosedur, diagnosis gejala, penggunaan alat, keselamatan, dan evaluasi performa. Studi ini memetakan dan menyintesis prinsip desain video pembelajaran prosedural melalui systematic mapping review berbasis metadata Scopus dengan pelaporan alur seleksi mengacu pada PRISMA 2020. Pencarian pada 15 Januari 2025 menghasilkan 1.400 rekaman; setelah 34 duplikasi dihapus, 1.366 rekaman disaring dan 50 artikel dipertahankan untuk sintesis akhir berdasarkan relevansi tematik dan kontribusi konseptual. Empat klaster ditemukan: desain dan efektivitas video instruksional; interaktivitas, flipped learning, dan YouTube; VR/AR dan media praktikum; serta kesiapan implementasi TVET. Sintesis menghasilkan framework 10 komponen yang mengintegrasikan orientasi gejala, tujuan kompetensi, demonstrasi tersegmentasi, cue visual, narasi alasan teknis, keselamatan kerja, pertanyaan diagnosis, praktik terbimbing, rubrik performa, dan refleksi-remediasi. Kontribusi studi terletak pada penerjemahan prinsip multimedia learning ke konteks procedural cognition, diagnostic reasoning, skill transfer, dan safety performance dalam pembelajaran bengkel otomotif. Instructional videos for automotive vocational education require design foundations that extend beyond visual quality because steering, brake, and suspension maintenance involves procedural understanding, symptom-based diagnosis, tool use, safety, and performance evaluation. This study maps and synthesizes design principles for procedural learning videos through a Scopus metadata-based systematic mapping review, with the selection process reported using PRISMA 2020. A search conducted on 15 January 2025 yielded 1,400 records; after 34 duplicates were removed, 1,366 records were screened and 50 articles were retained for final synthesis based on thematic relevance and conceptual contribution. Four clusters emerged: instructional video design and effectiveness; interactivity, flipped learning, and YouTube; VR/AR and practicum media; and TVET implementation readiness. The synthesis generated a 10-component framework integrating symptom orientation, competency objectives, segmented demonstration, visual cues, technical reasoning narration, occupational safety, diagnostic questions, guided practice, performance rubrics, and reflection-remediation. The contribution lies in extending multimedia-learning principles toward procedural cognition, diagnostic reasoning, skill transfer, and safety performance in automotive workshop learning.]]>
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