<![CDATA[The monotony of the dominance of one-way lecture teaching and low student interest in studying social science concepts are the background of this research activity. These operational problems trigger acute boredom and weaken the active involvement of seventh-grade students in exploring societal problems. The main focus of this scientific study is to dissect and test the extent of the influence of the project-based learning method on the escalation of student learning motivation in the subject of Social Studies. The steps of this associative quantitative research are operated through purposive sampling of 27 active student respondents at SMP Negeri 1 Botupingge. The primary field data collection procedure is collected through a structured Likert scale questionnaire, interviews, and observations, which are then analyzed using residual normality tests and simple linear regression modeling. The quantitative data from the empirical test reveals the influence of the project-based model is positive and significant, indicated by t count 5.346 > t table 2.056 at a significance level of 0.000. The coefficient of determination (R-square) analysis produces a strong contribution of 53.3 percent, while the remaining 46.7 percent of variability is determined by external factors outside the model. The main conclusion confirms that the integration of chart project assignments has proven highly effective in fostering intellectual responsibility and reducing student learning boredom. Secondary education practitioners are recommended to consistently draft activity-based learning modules. ABSTRAK Monotonnya dominasi pengajaran ceramah satu arah serta rendahnya ketertarikan siswa dalam menelaah konsep ilmu sosial melatarbelakangi kegiatan penelitian ini. Masalah operasional tersebut memicu kejenuhan akut serta melemahnya keterlibatan aktif siswa kelas tujuh dalam mengeksplorasi problem kemasyarakatan. Fokus utama kajian ilmiah ini adalah membedah dan menguji seberapa besar pengaruh metode project-based learning terhadap eskalasi motivasi belajar siswa pada mata pelajaran Ilmu Pengetahuan Sosial. Langkah-langkah penelitian kuantitatif asosiatif ini dioperasikan melalui penarikan sampel secara purposive sampling terhadap 27 responden siswa aktif di SMP Negeri 1 Botupingge. Prosedur pengumpulan data primer lapangan dihimpun lewat kuesioner skala Likert terstruktur, wawancara, dan observasi, yang selanjutnya dianalisis menggunakan uji normalitas residual serta permodelan regresi linier sederhana. Data kuantitatif hasil pengujian secara empiris menyingkap pengaruh model berbasis proyek bernilai positif dan signifikan, ditunjukkan oleh thitung 5,346 > ttabel 2,056 pada taraf signifikansi 0,000. Analisis koefisien determinasi (R-square) menghasilkan kontribusi kuat sebesar 53,3 persen, sedangkan sisa variabilitas 46,7 persen ditentukan faktor eksternal luar model. Simpulan utama menegaskan bahwa integrasi penugasan proyek bagan (chart) terbukti sangat andal dalam memicu tanggung jawab intelektual serta mereduksi kejenuhan belajar siswa. Praktisi pendidikan tingkat menengah direkomendasikan menyusun draf modul pembelajaran berbasis aktivitas secara konsisten. ]]>
