<![CDATA[Digital learning media are increasingly used in mathematics education in Indonesia, yet the evidence remains fragmented across media types, pedagogical functions, outcomes, and implementation contexts. This systematic review aims to synthesize reported pedagogical functions, educational outcomes, and implementation factors associated with digital learning media in Indonesian mathematics education. A systematic literature review was conducted using the PRISMA 2020 reporting guideline. Scopus was searched on January 30, 2026, using TITLE-ABS-KEY("learning media" AND Math* AND Indonesia AND Technology), covering publications from 2020 to 2026. Of 84 records initially identified, 68 remained after publication-year screening, 28 journal articles remained after document-type screening, and 10 studies met the eligibility criteria for qualitative synthesis. The synthesis identified four pedagogical functions: learner-centered and interactive learning, visualization of mathematical concepts, contextual and exploratory learning, and adaptive and inclusive learning. Reported outcomes included mathematical learning outcomes and specific competencies, motivation and engagement, practicality/usability/accessibility, and teacher digital-pedagogical competence. Implementation factors included teacher readiness, access and infrastructure, development resources, and alignment with learner characteristics, curriculum, and pedagogy. Because the included studies differed in design, participants, interventions, and outcome measures, the findings are interpreted thematically rather than as pooled effects. The review highlights the importance of treating digital learning media as pedagogical tools whose educational value depends on instructional integration. Media pembelajaran digital semakin digunakan dalam pendidikan matematika di Indonesia, tetapi bukti penelitian masih terfragmentasi berdasarkan jenis media, fungsi pedagogis, hasil pembelajaran, dan konteks implementasi. Penelitian ini bertujuan mensintesis fungsi pedagogis, hasil pendidikan yang dilaporkan, dan faktor implementasi media pembelajaran digital dalam pendidikan matematika di Indonesia. Systematic literature review dilakukan dengan menggunakan pedoman pelaporan PRISMA 2020. Pencarian Scopus dilakukan pada 30 Januari 2026 menggunakan TITLE-ABS-KEY("learning media" AND Math* AND Indonesia AND Technology) dengan rentang publikasi 2020–2026. Dari 84 rekaman awal, 68 tersisa setelah penyaringan tahun publikasi, 28 artikel jurnal tersisa setelah penyaringan jenis dokumen, dan 10 penelitian memenuhi kriteria untuk sintesis kualitatif. Sintesis mengidentifikasi empat fungsi pedagogis, yaitu pembelajaran berpusat pada peserta didik dan interaktif, visualisasi konsep matematika, pembelajaran kontekstual dan eksploratif, serta pembelajaran adaptif dan inklusif. Hasil yang dilaporkan mencakup hasil belajar dan kompetensi matematika, motivasi dan keterlibatan, kepraktisan/kegunaan/aksesibilitas, serta kompetensi digital-pedagogis guru. Faktor implementasi meliputi kesiapan guru, akses dan infrastruktur, sumber daya pengembangan, serta kesesuaian dengan karakteristik peserta didik, kurikulum, dan pedagogi. Karena desain, peserta, intervensi, dan ukuran hasil berbeda antarpenelitian, temuan ditafsirkan secara tematik dan bukan sebagai efek gabungan. Kajian ini menegaskan pentingnya memandang media pembelajaran digital sebagai perangkat pedagogis yang nilai pendidikannya bergantung pada integrasi instruksional yang tepat.]]>
