Abstract
This study aims to examine the implementation of lecturer learning strategies in promoting student activity and creativity in higher education. The research employs a qualitative descriptive approach involving one lecturer and 29 sixth-semester students of the PIAUD program at Raden Intan State Islamic University Lampung. Data were collected through observations, interviews, and documentation, and analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings reveal that the lecturer implemented an assignment-based learning strategy that positioned students as active participants in the learning process, while the lecturer acted as a facilitator, mentor, and provider of direction. This strategy encouraged students to take responsibility for learning activities such as leading discussions, asking questions, providing feedback, and presenting learning products. Student creativity was reflected in the production of educational game tools, learning media, and activity designs for early childhood learning. The study concludes that assignment-based learning as a lecturer’s learning strategy effectively fosters student activity and creativity in the learning process.