Learning Cycle Models in Primary Education: A Systematic Literature Review and Implications for Culturally Responsive Deep Learning

Existing studies tend to examine learning cycle models (e.g., 3E, 5E, 7E) in isolation without integrating cultural contexts, kinesthetic engagement, and socio-scientific issues. This fragmentation diminishes the potential of learning cycle models to foster deep and meaningful learning. This systematic literature review aims to map the trends in the use of learning cycle models in primary education over the last 10 years (2016-2026), analyze their impact on cognitive outcomes (scientific literacy and critical thinking), and identify the research gap regarding the integration of culturally responsive pedagogy and deep learning. This review serves as the foundational study for the development of the NOKEN learning model (Ethno-STEM based) in Central Papua, Indonesia.