<![CDATA[Pembelajaran motor starter di Sekolah Menengah Kejuruan (SMK), khususnya pada kompetensi otomotif, menuntut siswa memahami komponen, rangkaian kelistrikan, prinsip kerja, perawatan, dan diagnosis gangguan. Materi tersebut sulit dipahami apabila hanya disajikan melalui media dua dimensi karena siswa perlu mengamati keterkaitan antara objek, aliran arus, dan gerak mekanis. Penelitian ini bertujuan memetakan karakteristik kajian Augmented Reality (AR) pada pendidikan vokasi dan otomotif, menyintesiskan kontribusi AR terhadap keaktifan belajar, serta merumuskan implikasi pedagogisnya bagi pembelajaran motor starter di SMK. Metode yang digunakan adalah Systematic Literature Review (SLR) berbasis PRISMA. Data dihimpun dari Google Scholar, GARUDA/Kemendikbud, dan korpus lama terarah yang seluruhnya disaring ulang menggunakan kriteria yang sama. Sebanyak 226 rekaman diidentifikasi; 47 rekaman dihapus sebelum skrining, 179 rekaman disaring, 93 artikel dinilai melalui full-text, dan 22 artikel dimasukkan dalam sintesis akhir. Hasil kajian menunjukkan bahwa AR mendukung keaktifan belajar melalui lima dimensi, yaitu visual-interaktif, operasional, verbal-sosial, kognitif-reflektif, dan afektif-motivasional. Bukti paling dekat dengan topik kajian menunjukkan peningkatan penguasaan kompetensi sistem starter dari skor pretest 41,48 menjadi posttest 73,80, N-Gain 0,552, dan respons siswa 87,50%. AR paling tepat ditempatkan sebagai media pendahulu praktik yang dipadukan dengan lembar kerja eksploratif, diskusi kelompok, kuis berbasis objek, dan konfirmasi melalui praktik bengkel. Dengan demikian, efektivitas AR terhadap keaktifan belajar tidak bersifat otomatis, melainkan bergantung pada kualitas media dan desain aktivitas pembelajaran. Motor starter instruction in vocational high schools requires students to understand components, electrical circuits, operating principles, maintenance, and fault diagnosis. These topics are difficult to comprehend through two-dimensional media alone because students need to observe the relationships among objects, current flow, and mechanical motion. This study aims to map the characteristics of Augmented Reality (AR) studies in vocational and automotive education, synthesize the contribution of AR to learning activeness, and formulate pedagogical implications for motor starter instruction in vocational high schools. A PRISMA-based Systematic Literature Review was employed. Data were collected from Google Scholar, GARUDA/Kemendikbud, and a targeted legacy corpus; all records were re-screened using identical criteria. Of 226 identified records, 47 were removed before screening, 179 were screened, 93 full-text articles were assessed, and 22 articles were included in the final synthesis. The findings indicate that AR supports learning activeness through five dimensions: visual-interactive, operational, verbal-social, cognitive-reflective, and affective-motivational engagement. The study most closely related to the review topic reported an increase in starter-system competency from a pretest score of 41.48 to a posttest score of 73.80, an N-Gain of 0.552, and an 87.50% student response. AR is most appropriately positioned as a pre-practice medium integrated with exploratory worksheets, group discussions, object-based quizzes, and workshop-based confirmation. Therefore, the contribution of AR to learning activeness is not automatic, but depends on media quality and the design of learning activities.]]>
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