8th Grade Students Research Articles

Cyberbullying, psychosocial problems and affecting factors among adolescents

PurposeThe aim of the study is to examine cyberbullying, psychosocial problems and the factors affecting them among adolescents. Design and methodsA cross-sectional study was conducted in Türkiye. The population of the study consisted of 5th, 6th, 7th, and 8th-grade students from a public middle school. Data were collected through a descriptive characteristics questionnaire, Cyberbullying Scale, and Pediatric Symptom Checklist. ResultsBoth psychosocial problems and cyberbullying levels were found to be significantly higher in students who were male, in the 7th and 8th grades, and who used the internet for 3 h or more per day (p < .05). It was found that the level of psychosocial problems was significantly higher in students who had chronic diseases, who used medication regularly, and whose parents had a high school education or lower (p < .05). A weak positive correlation was found between the Pediatric Symptom Checklist and Cyberbullying Scale (r = 0.169, p < .001). Daily internet usage time and cyberbullying explained 7.6 % of psychosocial problems. ConclusionsThe study found that adolescents' psychosocial problems were associated with the level of cyberbullying, and that gender, grade level, and daily internet use duration affected psychosocial problems and cyberbullying, while the presence of a chronic disease and the level of parental education affected psychosocial problems. Daily internet usage time and cyberbullying were predictors of psychosocial problems. It is recommended that educational programs on safe internet use be provided, especially for male adolescents in grades 7–8 who spend more than 3 h a day on the internet.

Enhancing Students' Critical Thinking Skills in Madrasah Ibtidaiyah through Problem-Solving Learning

This study analyzes the impact of problem-solving learning on the critical thinking skills students. A quasi-experimental method with a pretest-posttest control group design was used. The sample consisted of 5th-grade students from Madrasah Ibtidaiyah Negeri 2 Serang, with 27 in the experimental class and 27 in the control class. Data collection involved observation and tests using a validated multiple-choice instrument. Normality and homogeneity tests preceded data analysis using the t-test. Results showed significant improvements in both classes, with the experimental class implementing the problem-solving model outperforming the control class using conventional methods. The t-test significance (2-tailed) was 0.007, indicating a significant difference in critical thinking skills between the groups. This finding supports the effectiveness of active learning approaches in fostering higher-order thinking skills where developing critical thinking is essential to fulfilling human responsibilities in living a meaningful life.

Investigating the relationship between mathematics motivation and mathematics anxiety in 4th grade primary students with and without a diagnosis of giftedness

The aim of this study is to examine the relationship between mathematics motivation and mathematics anxiety in 4th grade primary school students who are diagnosed as gifted and those who are not, in terms of some variables. A descriptive and relational screening model was used in the study. The sample of the study consisted of 500 students, 250 of whom were diagnosed as gifted (SAC students) and 250 of whom were not diagnosed as gifted, selected from different regions of Turkey. The Mathematics Motivation Scale and the Mathematics Anxiety Scale were used as data collection instruments. As a result of the analyses, a significant negative relationship was found between mathematics anxiety and intrinsic motivation, extrinsic motivation and total motivation, and a significant positive relationship was found between mathematics anxiety and motivation. In the regression analysis it was found that all motivation sub-dimensions predicted mathematics anxiety. There was no significant relationship between mathematics motivation and mathematics anxiety in 4th grade female students with and without giftedness. A significant negative relationship was found between mathematics anxiety and intrinsic motivation, extrinsic motivation and total motivation in 4th grade male students with and without giftedness. A positive significant relationship was found between maths anxiety and motivation. When the results of the regression analysis were analyses, it was found that all motivation sub-dimensions predicted mathematics anxiety. A significant difference was found in the sub-dimensions of intrinsic motivation and extrinsic motivation of the participating students' mathematics motivation, but no significant difference was found in the sub-dimension of motivation. There was a significant difference between the mathematics anxiety levels of 4th grade students diagnosed as gifted and those not diagnosed as gifted.

Implementasi P5 melalui Kolaborasi Musik Angklung dan Tari Tor-tor di Kelas IV Sekolah Dasar

This study aims to analyze and implement the Pancasila Student Profile Improvement Project (P5) through traditional arts collaboration for 4th grade students of Muhammadiyah Elementary School 29 Sunggal. This study uses a qualitative method with a classroom action research (CAR) design by integrating the West Javanese angklung game and the North Sumatran Tor-Tor dance into learning. The location of the study was Muhammadiyah Elementary School 29 Sunggal, where the study was conducted on 4th grade students of the 2023/2024 academic year from January 2024 to June 2024. The subjects of this study were 25 4th grade students of Muhammadiyah Elementary School 29 Sunggal. The results of the study showed that the P5 project improved students' understanding of Pancasila values, especially mutual cooperation and tolerance through active involvement in collaborative activities and the positive impact on students' cultural understanding and character was very visible. The evaluation highlighted the importance of adding training sessions, improving technical guidance, and integrating cultural activities into the regular curriculum. In conclusion, this P5 project has improved students' skills and understanding of Indonesian culture and strengthened Pancasila values, which have the potential to be applied to other classes in the future.

Supporting Talent Development Among Low-Income, High-Ability Students: Camp Launch

The Center for Gifted Education (Center) at William &amp; Mary has provided diverse enrichment programs for high-ability students since 1988. With an aspiration to serve financially disadvantaged students, the Center developed and hosted a summer residential enrichment program in STEM areas. Camp Launch, for low-income, high-ability middle school students started in 2012. The program expanded to serve up to 10th-grade students. Follow-up surveys and interviews of alumni provide evidence of the program’s impact on their academic and career planning.

Active strategies to strengthen logical mathematical thinking

Mathematical logical thinking is fundamental in the cognitive and academic development of students, facilitating problem solving and critical reasoning. This article focused on the analysis of problem-based learning to enhance mathematical performance in eighth-year students. basic of the Educational Unit “San Cayetano” of Chone, a problem that currently arises in this educational institution, the following question arises how to strengthen mathematical logical thinking in these students. Traditional teaching methods are considered obstacles that limit the effectiveness of active strategies to strengthen mathematical logical thinking. An in-depth review of the existing literature on the key aspects of problem-based learning and mathematics teaching was carried out. This article aims to implement problem-based learning as an active strategy to strengthen mathematical logical thinking in 8th grade students. A mixed approach was used, combining qualitative and quantitative methods to evaluate how this strategy can improve mathematical logical thinking. In the students, the results obtained through the observation sheet showed us the lack of implementation of active strategies in terms of solving mathematical problems, in the same way a survey was applied to the students, being satisfactory, highlighting the positive impact of this learning. based on problems in academic results.

HOW TO ENHANCE MOTIVATION AND BIOLOGY LEARNING OUTCOMES?

The study aims to determine the effect of inquiry-based learning strategies assisted by presentations and tiered questions on the motivation and biology learning outcomes of 10th-grade students at SMA Negeri 2 Denpasar. This type of research is classified as quasi-experimental with an Non-Equivalent Post-Test-Only Control Group Design. The sample in this study consists of students from class X IPA 7 and class X IPA 5 at SMA N 2 Denpasar, involving a total of 2 classes selected using the random sampling technique. The data obtained is quantitative data in the form of learning motivation scores and biology learning outcomes. Analysis using MANOVA with the help of SPSS 23.0 for Windows. The results of the hypothesis test show the following results: there is an influence of the inquiry learning strategy assisted by presentations and tiered questions on motivation, there is an influence of the inquiry learning strategy assisted by presentations and tiered questions on learning outcomes, there is a simultaneous influence of the inquiry learning strategy assisted by presentations and tiered questions on motivation and biology learning outcomes in the X IPA class at SMA Negeri 2 Denpasar.

Pengaruh Model Pembelajaran Discovery Learning Terhadap Hasil Belajar Siswa

The problem in this research is the lack of variation in learning carried out by teachers in the classroom, due to the inappropriate selection of learning models, so that learning is less than optimal. The aim is to evaluate how effective the Discovery Learning learning model is in increasing student understanding compared to conventional learning methods. The method used is an experiment with a quasi-experimental design, namely Nonequivalent Control Group Design. In this study, there were two groups: an experimental group that was taught using Discovery Learning and a control group that was not given this treatment. The population of this study were all 5th grade students at MIN 1 Soppeng. The research hypothesis analyzed using the T test is the statement that the Discovery Learning learning model influences student learning outcomes. The sample in this study was determined by a saturated population, namely 5th grade students consisting of 45 people. The data collection techniques used in this research were multiple choice tests and observation sheets, with pre-tests and post-tests to measure students' cognitive learning outcomes. The instruments used in this research were tests and non-tests. The average pretest score in the experimental class and control class was almost the same, 71.78 and 71 respectively, but in the posttest, the experimental class increased to 88.65, while the control class only reached 77.55. Thus, the experimental class experienced a more significant increase in the average posttest score compared to the control class, indicating that the intervention or treatment applied in the experimental class was more effective in improving student learning outcomes. Hypothesis testing based on t-test analysis shows significant differences between the two groups, where the calculated t value (11.22771) is greater than the t table (2.016692), so the null hypothesis (H_0) is rejected and the alternative hypothesis (H_1) is accepted. These findings show that the Discovery Learning learning model has a greater positive impact on improving student learning outcomes compared to conventional methods, so it can be concluded that this method is effectively used in science learning at MIN 1 Soppeng.

The Effect Of Three-Step Interviews The Students’ Reading Motivation in Teaching Reading

Background: This research is motivated by the low reading motivation of students in reading classes during English lessons. This is due to the lack of analysis by some teachers regarding students' needs, which is also caused by the repetitive use of the same learning activities in reading classes, thereby reducing students' interest in learning activities and their desire to read and understand texts. In this study, the researcher focuses on students' intrinsic motivation and uses a learning activity called the Three-Step Interview. Purpose: This study aims to observe the impact of using the Three-Step Interview activity in English teaching, specifically in improving students' reading motivation in reading classes. Methode: This study employs quantitative and qualitative research methods with an experimental approach. The research population consists of 11th-grade science students at SMA Negeri 4 Padang. The sample includes class XI IPA 2 as the experimental group, with 32 students. The Three-Step Interview treatment was given twice, and a comparison treatment was applied twice in the experimental class. The material taught is related to monologue text types based on the curriculum. The instruments provided were questionnaires and tests. Result: The analysis showed an average questionnaire score of 73.97 and 74.43, with an average pre-test score of 79.2 and a post-test score of 81.55. Hypothesis testing was conducted using the t-test, and it was found that the t-table &lt; t-calculated, with values of 1.67 &lt; 1.73 and 1.67 &lt; 1.72. Conclusion: Thus, the hypothesis in this study was accepted, leading the researcher to conclude that the Three-Step Interview significantly improves students' reading motivation in reading classes during English lessons.

Promoting Discovery Learning to Boost the Students’ English Writing in Vocational Schools

This study aims to examine the impact of implementing the discovery learning (DL) approach on improving students' writing skills in English subjects. The study employed a quantitative method with a quasi-experimental design involving pre-tests and post-tests on two groups: a control group and an experimental group. The population of this study comprised 10th-grade students of Hospitality 1 and 2 at SMK N 6 Semarang in the 2024/2025 academic year, with Hospitality 1 as the control group and Hospitality 2 as the experimental group. In the experimental group, students were taught using the discovery learning (DL) approach, while the control group was taught without it. Data were collected through a writing test on recount texts and a closed questionnaire containing 15 questions to measure students' perceptions of the discovery learning approach. The data analysis, conducted using SPSS 27, revealed that the t-value (9.830) was greater than the t-table value (1.849) at a significance level of 0.025 with 27 degrees of freedom. This indicates that the alternative hypothesis (Ha) is accepted, and the null hypothesis (Ho) is rejected, showing a significant effect of discovery learning on students' writing skills. The questionnaire results demonstrated that students responded positively to this method, stating that discovery learning helped them become more active and engaged in the learning process. In conclusion, implementing the discovery learning (DL) approach significantly improves students' writing skills, making it an effective alternative for enhancing writing abilities in English language learning. The implication of this study suggests that teachers are encouraged to integrate discovery learning into their teaching strategies to foster active student participation and achieve optimal learning outcomes.

Evaluating the Impact of STEM Academic Interventions on College Readiness for Rural Students

This study used a quasi-experimental cohort approach to investigate the impact of early academic interventions on rural students’ academic college readiness as measured by indicators of science, mathematics, and English language proficiency in the United States. The program, delivered by a higher education institution, implemented a range of academic supports for students, including tutoring and in-class and after-school support by credentialed instructors, with the aim of preparing students for success in secondary and post-secondary educational experiences. The American College Testing (ACT) Aspire scores in science, mathematics, English language comprehension, and reading for a cohort of 8th-grade students in their second year of program participation (n = 100) were compared to the scores of a cohort of non-participants (n = 86) from the same school. Students who had participated in the program were significantly more likely than non-participants to meet college readiness benchmarks in all content areas and scored significantly higher than the non-program cohort in terms of their average percentile ranks. More research is needed to understand how particular interventions or combinations of interventions implemented in middle school impact students’ college readiness.

15. STRESS AND COPING STRESS STRATEGIES AMONG 10TH GRADE ETHNIC BOARDING STUDENTS OF VIET BAC HIGHLAND HIGH SCHOOL FROM 2023 TO 2024

Objectives: Describe ways to cope with stress in 10th grade boarding ethnic students at Viet Bac Highlands High School from 2023 to 2024. Materials and Methods: Cross-sectional descriptive research design using a set of survey questions on 262 10th grade students at Viet Bac Highlands High School for the 2023-2024 school year from February 2024 to the end of March 2024. Results: The most frequently used Problem-Focused Coping (X̅ = 2.7 ± 0.91), followed by Emotion-Focused Coping (X̅ = 2.49 ± 0.99) and the least Avoidant Coping (X̅ = 2.23 ± 0.99). The most frequently used response is “Acceptance”, at least “Substance use”. Students having chronic disease tend to choose "Self-blame" and " Behavioral disengagement “. Meanwhile, students who do not have chronic disease tend to " Acceptance " and “Active coping” more when faced with stress. Conclusions: Among the 3 forms of coping: Focusing on emotions, focusing on problems and abnormal coping methods (a total of 14 coping methods), "Problem focusing" is the most popular form. used most often. Considering a total of 14 coping methods: the "Accepting the problem" method is the most used. Students with chronic diseases: this subject uses 5 methods: "Religion", "Denial", "Stimulant use", "Lack of engagement behavior", "Self-blame". “self” more than students without chronic diseases and the difference is statistically significant.

18. SLEEP QUALITY AMONG ADOLESCENTS AGED 15-17 IN DA NANG, 2024: A CROSS-SECTIONAL STUDY

Objective: (1) To determine the prevalence of sleep disorders among adolescents aged 15 to 17 years; (2) To analyze factors associated with sleep quality in adolescents aged 15 to 17 years. Design, Setting, and Participants: Cross-sectional descriptive study. Among Adolescents aged 15-17 years old at Hoa Vang High School we collected 737 eligible participants for the study. Main Outcome Measures: Sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI). Associations between Sleep quality were evaluated with multivariable conditional logistic regression controlling for gender, exercise habits, sleep hygiene habits, pressure and expectations about academic performance (parental expectations, pressure for achievement, completing homework, extra classes). Results: The sleep quality of adolescents aged 15-17 at Hòa Vang High School is alarmingly low, with PSQI scores averaging 5.5±3.3 for 10th-grade students (15 years old), 6.1±3.3 for 11th grade (16 years old), and 6.4±3.5 for 12th grade (17 years old). The findings show that 47.5% of students have poor sleep quality, with a trend of worsening sleep quality with age. Additionally, most study participants go to bed relatively late. Factors associated with poor sleep quality include being female, excessive phone use before bed, academic pressure, homework load, and hours spent on daily extra classes. Addressing this issue requires appropriate sleep education and awareness for both students and parents. Conclusion: This study indicates an alarmingly low level of sleep quality among students at Hoa Vang High School, with a significant proportion experiencing poor sleep quality, and highlights several associated factors.

EFL Students’ Perception Towards Kahoot! as A Gamification Tool in English Learning

Technology in education forces teachers to modify their teaching strategies by implementing gamification as a tool in teaching and learning process. Kahoot is a popular gamification tool in English learning. Using a qualitative research design, this study aimed to determine the EFL students' perception of the gamification tool in an English learning environment. Thirty-six (36) students of 10th grade from a public senior high school in Semarang, Central Java, Indonesia. The participants were asked to complete a closed-ended questionnaire using Google Forms to gain information about their perceptions of the educational environment. The findings revealed that the students generally have a positive perception of Kahoot! as a gamification tool in the English learning process. The interactive and competitive nature of the quizzes increases students' motivation and engagement in the learning process, which can enhance students' engagement and motivation in the classroom. The students generally perceive Kahoot! as an effective, fun, and effective educational environment that enhances students' learning experience and creates a vibrant and engaging classroom environment. By combining motivation, collaboration, competition, fun, interest, excitement, and an energetic environment, Kahoot! can enhance the English learning experience, promote interaction and collaboration, and offer customizable features.

An analysis of the relationship between self-consciousness and eating attitudes among 8th grade students

This research investigates the relationship between eating attitudes and self-consciousness among 8th-grade students studying in the Kağıthane district of Istanbul during the 2023–2024 academic year. The study included a total of 568 students (300 males and 268 females). Participants were administered the Sociodemographic Form, Eating Attitudes Test (EAT-40), and the Self-Consciousness Scale. Data were analyzed using SPSS 27.0 software. Pearson correlation and multiple regression analysis were conducted to examine the predictive role of self-consciousness on eating attitudes. A positive relationship was found between “self-consciousness” and “eating attitude.” Independent sample t-tests and one-way ANOVA were used to compare groups based on sociodemographic variables. The eating attitudes score was significantly higher among female students compared to male students (t = −6.26; p &lt; 0.001). Students with a family history of dieting had significantly higher eating attitude scores compared to those without (t = 4; p &lt; 0.001). No significant differences were found based on screen usage during meals, meal procurement methods, meal companions, time spent at school, frequency of packaged food consumption, or parental restrictions on packaged foods. Self-consciousness scores were compared based on gender, diet history, household composition, number of siblings, meal companions, birth order, and parental restrictions on packaged foods. Female students had significantly higher scores in private self-consciousness (t = −3.96; p &lt; 0.001), general self-consciousness (t = −9.37; p &lt; 0.001), and social anxiety (t = −7.51; p &lt; 0.001) compared to male students. Students with a diet history had significantly higher general self-consciousness scores (t = 2.39; p &lt; 0.05) compared to those without. No significant differences were found in self-consciousness levels based on household composition, number of siblings, meal companions, birth order, or parental restrictions on packaged foods. For future scientific studies, the findings were discussed, and suggestions were provided.

Pengaruh Simulasi Bisnis terhadap Peningkatan Pemahaman Kewirausahaan Siswa Kelas XI di MA NW Ar-Rahmaniyah

The limitations of interactive and contextual learning methods make it difficult for students to apply entrepreneurship concepts in real-life situations. This study aims to determine the influence of business simulation on improving entrepreneurship understanding among 11th-grade students at MA NW Ar-Rahmaniyah Senyiur. This research employs a quantitative approach with an experimental method, involving 45 students from 11th grade IPA and IPS classes. Data collection techniques in this study include observation and questionnaires in the form of pre-tests and post-tests to measure changes in students' understanding, which are then analyzed using a t-test. The results show a significant improvement in students' understanding of entrepreneurship, particularly in terms of creativity, adaptability, teamwork, and risk-taking. This improvement reflects the positive impact of business simulation in developing entrepreneurial skills and highlights its potential as an effective educational tool. By preparing students to think like entrepreneurs, this approach can encourage them to become job creators in the future, thereby helping to address broader socio-economic challenges.

Metacognitive Intervention Facilitating a Growth Mindset for Youth at Risk: The Contribution of Occupational Therapy Practitioners to the Educational Team.

Youth at risk often experience adaptation difficulties. Functional metacognitive interventions, outlined by occupational therapy practitioners, may support their daily performance. To examine a metacognitive educational intervention that facilitates a growth mindset and strategy use, with the unique contribution of occupational therapy practitioners to the educational team. Forty-six at-risk special education high school students ages 16-18 yr (M = 16.5, SD = 0.62) participated in "Journeys"-Exploring Beyond Classroom Walls, a 2-mo intervention that encouraged active student participation in designing and executing learning activities. This study used the 10-item Weekly Calendar Planning Activity (WCPA) to measure change in cognitive performance and awareness and the "Kind of Person" scale to measure change in growth mindset pre-post intervention. Significant improvements were observed in WCPA accuracy (p < .05) and efficiency (p < .01) scores postintervention. Enhanced awareness of performance time was evident following the intervention. Although there was no significant change in overall mindset scores, the growth mindset scores of 11th-grade students decreased significantly after the intervention, whereas those of 10th-grade students did not (p < .01). Experiences with the Journeys intervention provide opportunities for students to engage in complex and demanding daily activities and for occupational therapy practitioners to guide teachers on how they could act as mediators to direct students' attention to their abilities and how these may assist or interfere with performance. This process is expected to facilitate greater awareness of strategy use in a range of functional domains. Plain-Language Summary: Youth at risk often live in conditions that can endanger their safety, health, and development. They also experience heightened vulnerability, which can lead to behavioral problems with outcomes such as low academic performance, delinquency, feeling alienated, and dropping out of high school. This study examined how occupational therapy practitioners can use an intervention called Journeys with youth at risk in an educational setting. Journeys encourages students to actively participate in designing and executing learning activities. Occupational therapy practitioners evaluated and monitored students' use of strategies and how they reflected on their performance. The occupational therapy practitioners shared this understanding with teachers to guide them in how they could support students' growth mindset, self-perception, greater awareness, and attitudes toward daily performance and challenges.

Reducing Mathematics Anxiety: A Systematic Review

The aim of this study is to examine the graduate theses that aimed to determine the effect of an instructional intervention on mathematics anxiety. For this purpose, graduate theses were reviewed and 22 theses were identified. Descriptive content analysis, which is one of the systematic review methods, was used in the study. Theses were examined according to their years, types, participant groups, instructional interventions used to eliminate or reduce mathematics anxiety, and the effects of the instructional interventions discussed. According to the results of the study, it was seen that most theses on this subject were prepared in 2016 and 2019. It has been determined that the majority of the theses are master thesis. In addition, it was concluded that the theses were carried out with 7th grade students at most. It was also found that the instructional interventions used to overcome mathematics anxiety were different in almost all of the theses examined. Considering the effects of the instructional interventions discussed, it is among the results that in the most of the theses, the instructional intervention did not have a significant effect on reducing mathematics anxiety.

Peran Guru Pendidikan Agama Islam dalam Mengatasi Siswa Kelas IX yang Merokok dan Terlambat Masuk Kelas di SMP Negeri 1 Kualuh Leidong

The purpose of this study is to identify the factors causing 9th-grade students to smoke and arrive late to class at SMP Negeri 1 Kualuh Leidong, to analyze the role and influence of Islamic Religious Education (PAI) teachers in addressing these issues, and to explore the solutions provided by PAI teachers to overcome smoking and tardiness among these students. This research employs a quantitative method, with a sample size of 56 students. Data collection was conducted using questionnaires, and data analysis was performed using statistical methods through SPSS. The results of this study indicate that the internal factor leading students to smoke is their curiosity and desire to try it, while external factors include peer influence. Tardiness in attending class is attributed to internal factors such as laziness, and external factors such as long distances and traffic congestion. The role of Islamic Religious Education teachers in handling 9th-grade students who smoke and are frequently late to class involves educating, mentoring, and motivating students to understand and practice Islamic teachings. This role significantly impacts addressing these issues, as evidenced by a t-value of 28.000, which is greater than the critical t-value of 1.673 (28.000 &gt; 1.673). The influence of the independent variable (X) on the dependent variable (Y) is 39.6%. The solutions provided by Islamic Religious Education teachers include advising and guiding students, as well as imposing disciplinary actions on those who violate school rules.

Integrating Qur’an and Integer Learning in Developing Electronic Students’ Worksheet through Problem-Based Learning

Despite the growing interest in contextualizing mathematics education, research integrating Qur’an contexts into mathematics instruction remains limited. Prior studies have largely concentrated on conventional teaching methods, Qur’an-centered instruction, or Problem-based Learning (PBL) as independent approaches. This study addresses a critical gap by integrating Qur’an contexts into integer learning, supported by problem-based learning and facilitated through a technology-enhanced Electronic Student Worksheet (E-SW). The primary objective of this study is to design and assess the reliability and applicability of a Quran-based E-SW using the PBL framework for teaching integers to 7th-grade junior high school students. Employing a Research and Development (R&amp;D) methodology with the ADDIE development model—comprising analysis, design, development, implementation, and evaluation phases—this research utilizes expert validation sheets and student practicality questionnaires as instruments. The study sample consists of 7th-grade students from SMP IT LHI Yogyakarta, with class 7B selected through purposive sampling. Validation results indicate that the E-SW meets established validity criteria, with scores from subject matter and media experts reaching 99 and 91, respectively, both classified as "Good." Practicality testing revealed positive student responses, yielding a practicality score of 61, categorized as "Practical." Furthermore, a paired sample t-test demonstrated a statistically significant improvement in student performance between pretest and posttest results, with a significance (2-tailed) value below 0.05 and an average N-Gain score of 0.4391, which is classified as moderate. These findings suggest that the Quran-based E-SW, structured around the PBL model, effectively enhances students' problem-solving abilities and is suitable for educational use.