<![CDATA[Independence (kemandirian) is a critical developmental outcome in non-formal equivalency education, yet empirical evidence on how structured internship programs cultivate this capacity among community-based learners remains limited. This study employed a quantitative survey design with census sampling (n = 31 Paket B learners) at PKBM CEFA Learning Center – Sekolah Alam CEFA, Kampar Regency, Riau. A validated 26-item Likert-scale questionnaire measured seven independence indicators — responsibility, initiative, self-confidence, problem-solving, perseverance, creativity, and non-dependence on others — across three program phases. Data were analyzed using descriptive statistics and a paired-samples t-test. Pre-internship independence scores were consistently low (overall M = 2.44), while post-internship scores rose substantially (overall M = 3.35). A paired-samples t-test confirmed the improvement was statistically significant (p = 0.000). Initiative and creativity registered the largest gains, whereas non-dependence on others showed the smallest increase despite its relatively higher baseline. Findings indicate that the internship program effectively enhanced multidimensional independence, consistent with Experiential Learning Theory, Self-Determination Theory, and Situated Learning Theory. The study contributes the first empirical evidence of internship effectiveness at the PKBM level in Indonesia, offering a framework for designing experience-based non-formal education programs that systematically foster learner autonomy.]]>
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