Herlin Setyawan, Sukardi, Risfendra, Doni Tri Putra Yanto, Tee Tze Kiong
The wrong use of learning models in the robotics learning process can cause students to not understand how to build a robotic system step by step. Likewise, the use of irrelevant technology in the learning process can result in low graduate competence, as the competen-cies possessed are not in accordance with industry needs. So, this study aims to assess the impact and how robotic technology is applied in vocational education. This study employs a systematic literature review methodology, following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. The review includes articles published between 2018 and 2024, focusing on the use of robotic technology in vocational education. A total of 26 relevant research studies were selected for analysis. The results of this study show that universities, vocational high schools, and robotics training institutions use robotics technology. The types of robots used include mobile robots, ARM robots, humanoid robots, animal robots, training kits, and robotics system simulator applications. Learning models integrated with this technology include project-based learning (PjBL), the most widely used, problem-based learning (PBL), computer-based robotics, hands-on learning, CPLM, pair learning, and EL-CP. Robotic technology impacts almost all knowledge domains, including cognitive, psychomotor, and affective. © 2025 by the authors of this article. Published under CC-BY.
Universitas Negeri Padang, Padang, Indonesia; Universiti Tun Hussein Onn Malaysia, Johor, Malaysia
