<![CDATA[Augmented Reality (AR) integration offers transformative potential in history education; however, practical implementation often prioritizes visual appeal over a solid pedagogical foundation. This study aims to synthesize instructional design trends and cognitive load mitigation strategies found in AR-based history education literature to formulate a media development blueprint specifically addressing the significant gap regarding religious-humanities narratives, such as the History of Islamic Civilization. Employing a Systematic Literature Review (SLR) method guided by the PRISMA 2020 protocol, this review analyzes 21 final empirical articles from the Scopus and ERIC databases published between 2022 and 2026. The synthesis reveals that AR's spatial interactivity significantly boosts students' intrinsic motivation and autonomy by satisfying basic psychological needs. Unfortunately, most current studies overlook the integration of scaffolding, thereby risking learner disorientation and cognitive overload. Furthermore, motivational evaluations are often skewed by the “novelty effect,” while hardware limitations create accessibility issues. Consequently, future research on historical media development requires a holistic approach: adopting the ADDIE (Analyze, Design, Development, Implement, Evaluation) instructional model, optimizing visuals via the “Low-Poly” approach, and refining evaluation instruments through “Negative Anchoring Removal” to ensure precise and meaningful validation of affective outcomes. These findings provide a comprehensive overview of AR implementation in history education and offer a theoretical and instructional blueprint for developing AR-based learning environments for the History of Islamic Civilization environments capable of visualizing abstract historical narratives in a manner that is immersive, meaningful, and motivating for learners.]]>
