<![CDATA[Individual Learning Plans (ILPs) are intended to connect students’ interests, strengths, goals, and learning actions, yet evidence on how students actually use such plans remains limited, particularly in equivalency education. This exploratory cross-sectional study examined self-reported learning direction and active ILP use among 31 junior- and senior-secondary-equivalent students at PKBM Flexi School Bintaro, Indonesia. The 12-item, five-point Likert questionnaire was developed from the ILP, personalized learning, goal-setting, and self-regulated learning literature, reviewed internally by two senior facilitators for content relevance, and organized a priori into four conceptual groups—self-understanding, direction and goal clarity, planning and ILP use, and monitoring and reflection—that separate students' self-reported conditions from items explicitly referring to ILP use. Because internal consistency of the four groups was modest (α = .50–.58), reflecting the instrument's status as an initial, not-yet-validated version, item-level analysis rather than group-score comparison was treated as the primary and more trustworthy level of evidence. Self-understanding indicators received relatively higher responses, whereas indicators explicitly referring to active ILP use were weaker. The lowest item was revisiting the ILP to decide the next learning step (M = 2.84; 25.8% selected agree/strongly agree). Open-ended responses converged with this pattern: self-understanding was most frequently identified as helpful (38.7%), while progress-tracking features were one of the most frequent improvement requests (16.1%). Exploratory comparisons by school level and enrolment duration did not show statistically meaningful differences, but small subgroups limited inference. The findings do not establish ILP effectiveness; instead, they identify a practical gap between setting a learning direction and repeatedly using a personal plan to guide subsequent action. Future studies should test scheduled review points and progress-tracking mechanisms using independently reviewed instruments and stronger multi-site designs.]]>
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