Implementation of Teacher On-Care Program Innovation in Maintaining Learning Continuity at NW Lendang Kekah Junior High School: A Case Study

Abstract

This study analyzes the implementation of an innovative teacher-duty program in maintaining learning continuity and identifies its supporting factors, barriers, and optimization measures at SMP NW Lendang Kekah. A qualitative single-case study design was employed. Data were collected from 25 June to 25 July 2026 through semi-structured interviews with 13 participants, five non-participant observations, and a review of seven document groups. Data analysis involved condensation, display, and conclusion drawing and verification. Trustworthiness was supported through source and technique triangulation, limited confirmation with key participants, contextual description, and negative-case examination. The findings show that the program's distinctive feature was a formally assigned schedule and set of subjects for duty teachers. Teacher placement considered willingness, readiness, proximity of residence, and educational background: religious subjects were assigned to teachers with religious-education backgrounds, general subjects to those with general-education backgrounds, and combined fields to teachers competent in both. Learning used designated books or classical Islamic texts according to the schedule. The program did not merely continue the absent teacher's subject; it operated as a separate school program, particularly to strengthen religious learning. It helped preserve instructional time, order, and student engagement, although implementation quality was not uniform. Optimization requires stronger material guidelines, learning resources, coordination, documentation, and periodic evaluation. As a practical contribution, the study formulates an Integrated Duty-Teacher Program Module combining religious and general learning materials, selection procedures, module workshops, application tests, integrity commitments, formal assignments, journals, and periodic evaluation. The module is a finding-based conceptual-operational solution and is not claimed to have been causally validated.