This study aims to systematically map, classify, and analyze research trends, characteristics, and gaps related to interactive digital learning media in science education using a systematic literature review (SLR) approach. Data were collected from Google Scholar using the Publish or Perish software, yielding 17,400 initial articles, which were filtered down to 34 relevant studies based on predefined inclusion criteria. The analysis followed PRISMA guidelines to ensure transparency and methodological rigor and was supported by bibliometric analysis using VOSviewer and qualitative content analysis. The results indicate that existing studies are still dominated by general discussions of digital learning, without focusing on specific types of interactive media. The use of emerging technologies such as Virtual Reality (VR) and Augmented Reality (AR) remains limited. Furthermore, most studies emphasize learning effectiveness rather than the development of innovative media designs. These findings reveal a significant research gap and highlight the need for more specific, contextual, and innovative interactive digital learning media in science education.