Prinsip Desain Video Pembelajaran Servis Mesin Sepeda Motor Matik: Systematic Scoping Review PRISMA-ScR

Abstract

Servis mesin sepeda motor matik empat langkah menuntut ketepatan prosedur, keselamatan kerja, penggunaan alat ukur, interpretasi kondisi komponen, dan penalaran diagnosis. Bukti tentang video pembelajaran otomotif telah berkembang, tetapi masih tersebar pada sistem pendingin, CVT, injeksi, pengapian, dan media vokasi umum sehingga belum menghasilkan prinsip desain yang terintegrasi untuk servis mesin. Kajian ini bertujuan memetakan karakteristik bukti dan merumuskan kerangka desain video pembelajaran servis mesin. Penelitian menggunakan systematic scoping review berpedoman pada JBI, PRISMA-ScR, dan PRISMA-S. Literatur ditelusuri melalui Google Scholar, Garuda, ERIC, SpringerLink, Crossref, DOAJ, penelusuran sitasi, serta sumber teknis resmi pada rentang 2018-Juni 2026; sumber metodologis dan teknis seminal yang lebih lama tetap dipertimbangkan. Dari 742 rekaman, 86 duplikasi dihapus, 656 judul/abstrak disaring, 150 laporan diperiksa penuh, dan 50 sumber dipetakan. Sintesis tematik hibrida menunjukkan enam kebutuhan: visualisasi prosedur, pengendalian beban kognitif, anotasi keselamatan dan standar teknis, integrasi job sheet-rubrik performa, diagnosis berbasis kasus, serta pengembangan dan evaluasi media secara bertahap. Kontribusi utama kajian adalah kerangka V-SERV yang mengintegrasikan Visualisasi prosedural, Safety annotation, Engine-subsystem segmentation, Rubric-based practice, dan Vehicle-fault diagnosis. Bukti langsung masih didominasi studi pengembangan bersampel lokal dan pengujian kelayakan; karena itu, efektivitas terhadap retensi dan performa bengkel belum dapat disimpulkan secara kausal. Video sebaiknya diposisikan sebagai standar demonstrasi dan persiapan praktik, bukan pengganti latihan langsung.

Servicing a four-stroke automatic-motorcycle engine requires procedural accuracy, occupational safety, appropriate tool use, component-condition interpretation, and diagnostic reasoning. Evidence on automotive learning videos has expanded, but it is fragmented across cooling systems, continuously variable transmissions, fuel injection, ignition, and general vocational media; therefore, integrated design principles for engine-service instruction remain unclear. This review mapped the evidence and formulated a design framework for engine-service learning videos. A systematic scoping review was conducted using JBI guidance, PRISMA-ScR, and PRISMA-S. Searches covered Google Scholar, Garuda, ERIC, SpringerLink, Crossref, DOAJ, citation chaining, and official technical sources for 2018-June 2026, while earlier seminal methodological and technical sources were retained. Of 742 records, 86 duplicates were removed, 656 titles/abstracts were screened, 150 full reports were assessed, and 50 sources were mapped. Hybrid thematic synthesis identified six requirements: procedural visualization, cognitive-load management, safety and technical-standard annotations, job-sheet and performance-rubric integration, case-based diagnosis, and staged media development and evaluation. The main contribution is the V-SERV framework: Procedural Visualization, Safety annotation, Engine-subsystem segmentation, Rubric-based practice, and Vehicle-fault diagnosis. Direct evidence was dominated by local development studies and feasibility testing, so causal claims about long-term retention and workshop performance remain premature. Learning videos should function as standardized demonstrations and pre-practice scaffolds rather than substitutes for hands-on training.