<![CDATA[This research is motivated by the demand for 21st-century skills that emphasize personalized learning, while formal education often falls short of meeting these demands. Community-based homeschooling, such as the Karir Anak Indonesia (KAIN) program within the Jaringan Rumah Usaha (JRU) community, has emerged as a relevant alternative, but its planning practices have not been widely studied. Therefore, this research focuses on describing the forms, processes, and supporting and inhibiting factors of non-formal learning planning in the KAIN program. This research used a qualitative approach with a case study design. Data were collected through observation, in-depth interviews with mentors and participants, and documentation studies, which were then analyzed using the Miles and Huberman interactive model. The results show that learning planning at KAIN is carried out collaboratively and adaptively through four cycles: annual (based on business rhythm), term (based on work meetings and bootcamps), unit (based on interests and digital skills), and daily (based on project-based learning). Key findings reveal that flexibility, community support, mentor competence, and facilities are key supporting factors, while limited initial abilities and participant motivation are barriers. It was concluded that this community-based planning model effectively accommodates individual needs and is relevant to the development of 21st-century skills. ABSTRAKPenelitian ini dilatarbelakangi oleh tuntutan keterampilan abad ke-21 yang menekankan pembelajaran personalisasi, sementara pendidikan formal seringkali belum mampu memenuhinya. Homeschooling berbasis komunitas, seperti program Karir Anak Indonesia (KAIN) di komunitas Jaringan Rumah Usaha (JRU), muncul sebagai alternatif yang relevan, namun praktik perencanaannya belum banyak dikaji. Oleh karena itu, penelitian ini berfokus untuk mendeskripsikan bentuk, proses, serta faktor pendukung dan penghambat perencanaan pembelajaran nonformal di program KAIN. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Pengumpulan data dilakukan melalui observasi, wawancara mendalam dengan mentor dan peserta, serta studi dokumentasi, yang kemudian dianalisis menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa perencanaan pembelajaran di KAIN dilakukan secara kolaboratif dan adaptif melalui empat siklus: tahunan (berbasis ritme usaha), term (berbasis rapat kerja dan bootcamp), unit (berbasis minat dan keterampilan digital), serta harian (berbasis project-based learning). Temuan utama mengungkap bahwa fleksibilitas, dukungan komunitas, kompetensi mentor, dan fasilitas menjadi faktor pendukung utama, sedangkan keterbatasan kemampuan awal dan motivasi peserta menjadi penghambat. Disimpulkan bahwa model perencanaan berbasis komunitas ini efektif mengakomodasi kebutuhan individu dan relevan dengan pengembangan keterampilan abad ke-21.]]>
