This study aims to explore the literature on learning interventions that can enhance students' multiple representation skills and identify indicators for assessing multiple representation abilities in physics education. Following the PRISMA procedure, the research is a systematic literature review using qualitative content analysis techniques. The applied procedure includes identification, screening, eligibility assessment, and article inclusion. Article searches were conducted through Scopus, ERIC, and SINTA using relevant keywords. Out of 669 articles selected based on inclusion and exclusion criteria, 26 articles were ultimately included and analyzed in this study. The findings indicate that interventions applied to improve multiple representation skills include teaching models, media, instructional materials, learning approaches, and instructional design tools. Teaching models such as Discovery Learning, Problem-Based Learning (PBL), STEM, and Blended Learning, when combined with technology-assisted media like ethnoscience, Augmented Reality (AR), and mobile applications, have been shown to significantly enhance students' multiple representation skills in physics education. Indicators for measuring multiple representation abilities are diverse, with key indicators involving the use of combinations of various representations, such as mathematical equations, graphic diagrams, and verbal explanations. This study emphasizes the importance of integrating teaching models with technology-assisted media and ethnoscience in physics education, which can significantly support the development of students' multiple representation skills.