https://scienceedujournal.org/index.php/PSEJ <p>PSEJ (Pancasakti Science Education Journal), with registered number ISSN <a title="e-ISSN PSEJ " href="https://portal.issn.org/resource/ISSN/2541-0628"><strong>2541-0628</strong></a> (Online), ISSN <a title="p-ISSN PSEJ" href="https://portal.issn.org/resource/ISSN/2528-6714"><strong>2528-6714</strong></a> (Print) is a peer-reviewed journal conducted by a team under Science Education Study Program, Teacher Training and Education Faculty, Universitas Pancasakti Tegal.</p> <p>PSEJ was firstly published in 2016 via http://e-journal.upstegal.ac.id/index.php/psej as the publication media. But in 2019, precisely in the publishment of vol.4 no 2 october 2019, PSEJ changed the domain to <strong>https://scienceedujournal.org</strong>. With the current domain transformation, PSEJ used OJS 3.1.2 software. All of the journals, which have been published in OJS 2.4.8 Software, have been migrated on the new website.</p> Program Studi Pendidikan IPA, FKIP Universitas Pancasakti (UPS) Tegal en-US PSEJ (Pancasakti Science Education Journal) 2528-6714 https://scienceedujournal.org/index.php/PSEJ/article/view/256 <p><em>This research was conducted to examine the management of the science laboratory at Al Fityah Integrated Islamic Junior High School Pekanbaru, which has not been optimal, thereby hindering the effectiveness of practical-based learning. The research aims to describe and analyze science laboratory management based on four management aspects: (1) planning, (2) organizing, (3) implementation, and (4) monitoring and evaluation. This study uses a descriptive research method with a case study approach. The research subjects include eighth-grade students, the school principal, the laboratory head, and science teachers. Data was collected through observation, interviews, documentation, and questionnaires. Data analysis followed the Miles and Huberman model (data reduction, data presentation, and conclusion drawing) with source triangulation to ensure validity. The results indicate that: (1) Laboratory management planning is not systematic—there are no SOPs, work programs, or written practical schedules; (2) Organization does not follow management principles—the organizational structure is informal, with the laboratory head also serving as a teacher without laboratory staff support; (3) Implementation is suboptimal—practicals are rarely conducted in the laboratory (mostly in classrooms), equipment is limited, and there are no occupational health and safety (OHS) procedures; (4) Monitoring and evaluation are informal, lacking documentation or external supervision. Based on the findings, the science laboratory management in this school does not meet the standards, primarily due to weaknesses in the management system across all four aspects. Therefore, comprehensive improvements are needed to support practical-based science learning in the laboratory.</em></p> Ulfah 'Aini M. Rahmad Niken Indrata Marselina Arfy Masyhuri Doriani Roza Linda Copyright (c) 2025 PSEJ (Pancasakti Science Education Journal) https://creativecommons.org/licenses/by-nc/4.0/ 2025-10-31 2025-10-31 10 2 72 82 10.24905/psej.v10i2.256