<![CDATA[This study aims to analyze research trends, examine effectiveness, and identify research characteristics and gaps related to the integration of Contextual Teaching and Learning (CTL) and Augmented Reality (AR) in enhancing students’ geospatial literacy in geography learning. The method used is a Systematic Literature Review (SLR) with a PRISMA approach through the stages of identification, screening, eligibility, and inclusion of articles obtained from Google Scholar, Scopus, and Sinta within the last 5–10 years. The results indicate that the trend of integrating CTL and AR has significantly increased, with a shift in focus from learning outcomes toward geospatial literacy. CTL plays a role in connecting concepts to real-life contexts, while AR enhances spatial visualization interactively, making their integration effective in improving conceptual understanding and student engagement. However, existing studies are still dominated by experimental approaches, primarily focusing on learning outcomes, and only a limited number explicitly examine geospatial literacy as the main variable. In addition, the integration of CTL and AR within a comprehensive instructional model, long-term studies, and the development of AR based on local contexts remain limited. Therefore, this study contributes to strengthening the theoretical foundation of CTL and AR integration and serves as a basis for developing more contextual, technology-based geography learning oriented toward geospatial literacy.Keywords: Contextual Teaching and Learning, Augmented Reality, Geospatial Literacy, Systematic Literature Review]]>
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