<![CDATA[Science laboratories are central to meaningful science learning, yet many Indonesian madrasah operate under persistent facility constraints that make conventional practicum work impossible. This study examines how a madrasah manages its science laboratory under such constraints and how that management relates to the quality of students’ science learning. Employing a descriptive qualitative approach with a single case study design at MTs Darunnajah 2 Cipining Bogor, data were collected through non-participant observation, in-depth interviews with four key informants (the madrasah principal, the head of the science laboratory, a science teacher, and a student representative), and documentation study. Data were analysed using the Miles and Huberman interactive model and validated through source and technique triangulation. The findings show that the madrasah responded to more than five years of laboratory dormancy by developing a Digital-Based Science Laboratory model which, at the time of the study, remained at a preparatory stage rather than in full operation, examined here through the functions of planning, organising, actuating, and controlling. Planning and organising are relatively well established, whereas actuating and controlling remain incomplete: students had not yet used the laboratory, and practicum supervision was absent. The study implies that digital adaptation may sustain cognitive and affective engagement but cannot replace psychomotor experience.]]>
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