<![CDATA[While mathematical problem-solving is a critical competency supported by innovative learning media, existing reviews lack a specific mapping of instructional design models, effectiveness indicators, and the depth of students' cognitive exploration. This study aims to identify research method trends, indicators of learning media effectiveness, and the exploration of students' mathematical thinking. Employing a Systematic Literature Review (SLR) via the PRISMA protocol, articles were retrieved from Google Scholar, Crossref, and Semantic Scholar. These open-access databases were purposely selected to ensure the comprehensive capture of regional applied development studies frequently omitted in premium databases like Scopus and WoS. Out of 1,313 initially identified articles, 23 met the inclusion criteria. The findings reveal a consistent positive trend in improving procedural problem-solving, predominantly driven by Research and Development (R&D) utilizing the ADDIE model and evaluated through validity, practicality, and N-Gain. However, the literature treats cognitive processes as a "black box," measuring mathematical thinking almost exclusively through quantitative scores while leaving metacognitive monitoring and cognitive obstacles unexamined. A primary methodological limitation of this review is its exclusive reliance on open-access databases. Therefore, future research must shift from score-centric evaluations to comprehensive cognitive analyses, integrating qualitative approaches to examine reasoning trajectories and embedding metacognitive features in media design. Â ]]>
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