Need several of equipment and kind of material, need much diligence, that finally he just will get the

knowledge in small proportion. Meanwhile, in a relatively short time he would get the same amount of information sufficient to read only one or two pages of the textbook only. Such a statement can indeed arise when students do not realize the aims and objectives students need to learn the scientific method by conducting many experiments. It is caused by ignorance alone. Therefore, students need to get an explanation how the object of science to be learned, how to use information from textbooks and make aware how the information from textbook was collected and obtained. Students need to realize that he must be prepared mentally and physically when he feels thirsty for information but not getting the textbooks he needed and therefore he must help himself to satisfy his desire. He will realize that for that he must do his own observations and experiments directly. This is manifestation of the contribution function laboratory in the second act.

C. Laboratory as an educational infrastructure Third, the laboratory serves as a means of education infrastructure or as a container of teaching and learning process. As the physical infrastructure to accommodate a process, a laboratory space bounded by walls and equipped with various equipment and with varying conditions that can be controlled. Physically, the school laboratory organizations have the same pattern. Laboratory consists of the main room which is usually referred to as the practice room, and one or two additional rooms. Practice room is used as a place to make observations and experiments and other activities in the process of learning science in general, while the additional room used for storing various types of equipment and materials laboratory. In the senior high school, room practice for Biology, Physics, Chemistry, and IPBA usually built separately. But often because of limited funds available, in the school was built only two practice rooms for those purposes. In this case, one room is used for the practice of two kinds of activities, such as Biology and Chemistry and one other room for the practice of Physics and IPBA. If the laboratory must be built orderly arranged, for example due to limited land area, preferably Chemistry practice room is placed at the top if the water problem can be solved. In the junior high school, laboratory practice room used to conduct a general practice of science lessons (general science). Because the branches of science lessons have not been separated and discussed in depth the practice room can be used as multifunction room.