Managing the Student as Teacher Program in Vocational High Schools: A POAC Cycle Analysis of the IDN Mengajar Program

The persistent link-and-match gap between vocational high school graduates and industry needs demands authentic learning models supported by sound governance. This study analyzes the management of the IDN Mengajar Program, a Learning by Teaching initiative at SMK IDN Boarding School Bogor, through the Planning, Organizing, Actuating, and Controlling (POAC) cycle, including its supporting and inhibiting factors and its impacts on student competencies and institutional quality. An intrinsic qualitative case study was conducted from January to May 2026 using in-depth interviews, field observations, and document analysis involving the principal, vice principal for curriculum, program coordinator, student instructors, and alumni. Data were analyzed interactively and validated through source and methodological triangulation and member checking. The findings show that the program is embedded in the graduate competency standards, coordinated through a multi-level structure, implemented through product-oriented project-based assignments, and monitored through module curation, supervision, and reflection. Success is supported by leadership commitment, an industry-aligned curriculum, international certifications, and global partnerships, while student anxiety and linguistic and audience barriers were addressed through pre-assignment simulations and multimodal communication. The program appears to strengthen students’ technical understanding, public speaking, and self-confidence, while enhancing the institution’s reputation. Findings are limited to a single boarding vocational school.