Increasing Independent and Active Learning through the Peer Lesson Strategy

Background/purpose. Higher education necessitates learner autonomy and active participation for deep engagement in learning. However, significant challenges limited classroom involvement and low student learning autonomy. Infrequent peer discussion further hinders knowledge retention and conceptual mastery. Many lecturers dominate learning in class; these issues constrain independent learning and participation in learning development. This study, therefore, investigates peer lesson strategies to enhance student learning independence and activity.

Materials/methods. The study used Classroom Action Research (CAR), involving 67 active students, and comprised two cycles. Each cycle followed the four standard CAR stages: planning, implementation, observation, and reflection. The initial cycle employed a traditional lecture-based teaching approach, while the second cycle implemented the peer lesson strategy.

Results. In Cycle I, lecture-based instruction, achievement remained below the benchmark, with independent learning indicators 26.87%–41.79% (explorative and creative, responsibility in learning, trying new things, focus on learning material) and active learning 34.33%–41.79% (visual engagement, verbal participation, active listening, note-taking and summarizing). With Cycle II, all indicators increased significantly due to the Peer Lesson Strategy, with independent learning 80.6%–86.57% and active learning 80.6%–88.06%, thus confirming the PLS effectiveness in promoting autonomy and active participation.

Conclusion. The Peer Lesson Strategy (PLS) contributes to independent learning by enhancing creativity, responsibility, initiative, and focus, while fostering learning through participation, attentive listening, note-taking, and summarizing. In this context, PLS applies an educational practice that is centered on the learner's autonomy and participation in the learning process during the lesson.

Keywords: Peer Lesson Strategy (PLS), independent learning, active learning

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