This study aims to examine the differences in independence between students who come from home and those who come from playgroups in Group B (second year students) at BA Aisyiyah Kejobong. The research used a quantitative approach with a descriptive comparative method, which involved 30 students divided into two groups: 15 students from home and 15 from playgroups. The data were collected through observation, interviews, and documentation. The results showed a significant difference in independence between the two groups. Students from playgroups had a higher average independence score (19.8) compared to those from home (12.9). These differences included physical, social, and emotional independence, with playgroup students demonstrating better adaptability to the school environment, adherence to rules, and emotional regulation. Hypothesis testing using a t-test revealed a T-value of 10.00 compared to a critical T-value of 0.04841, leading to the rejection of the null hypothesis (H0), which indicated a significant difference in independence between students from home and those from playgroups. In conclusion, learning experiences in playgroups contribute positively to the development of student independence compared to students who are solely nurtured at home.