Science education continues to face several challenges, notably students' low interest in learning and poor conceptual understanding—issues driven by the dominance of teacher-centered instruction and limited use of interactive teaching materials. This study aims to examine and synthesize research findings regarding the implementation of the Discovery Learning model supported by Student Worksheets (LKPD) as an interactive approach to fostering interest and conceptual understanding in science. A Systematic Literature Review (SLR) method was employed to analyze twenty-five scholarly articles published in national and international journals between 2021 and 2026. Key elements—including research problems, methodologies, primary findings, and recommendations—were identified for each article to complete the analysis. The synthesis indicates that consistent implementation of the Discovery Learning model, supported by interactive student worksheets, can enhance students' learning interest, conceptual understanding, critical thinking skills, active engagement, and motivation. Furthermore, the use of digital media—such as Liveworksheets, PhET Simulations, and Canva—alongside other interactive tools, improves learning efficiency by encouraging active student participation in the process of concept discovery. However, most of the reviewed studies exhibit certain limitations, such as small sample sizes, the absence of control groups, incomplete data analysis, and a lack of instrument validity and reliability testing. Consequently, further research utilizing more robust experimental designs and broader sample coverage is required to generate comprehensive empirical evidence regarding the effectiveness of the Discovery Learning model.