<![CDATA[Instruction in the History of Islamic Culture (SKI) in *madrasahs* continues to face challenges stemming from a reliance on textual material and rote memorization, which can lead to student boredom and diminished learning interest. This study aims to analyze the evolution of SKI instructional models and media based on scholarly publications from 2021 to 2025. A descriptive qualitative approach was employed, utilizing a Systematic Literature Review (SLR) design. Searches were conducted across Scopus, Garuda, and Google Scholar using keyword combinations related to SKI models, media, and instruction. Articles were selected based on topic relevance, publication year, and full-text availability through identification, screening, eligibility assessment, and inclusion stages, following the PRISMA flow diagram. A total of 79 articles on instructional models and 81 articles on instructional media were analyzed using content analysis and thematic coding. The results reveal a prevalence of the Jigsaw cooperative learning model (12.66%), Problem-Based Learning (PBL) (8.86%), and Project-Based Learning (PjBL) (6.33%), while media usage was dominated by audio-visual (37.0%), interactive and digital (32.1%), and visual (30.9%) formats. These findings indicate a shift in SKI instruction toward more student-centered approaches and the use of media that supports contextual learning and meaningful historical understanding.]]>
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