Journal of Architectural Research and Education Vol 1(No.1), 2019 68 | Trias Megayanti, Tutin Aryanti, Nitih Indra Komala Dewi Journal of Architectural Research and Education (JARE) Vol. 1 (1) 68-74 @Trias Megayanti, Tutin Aryanti, Nitih Indra Komala Dewi. 2019 DOI: 10.17509/jare.v1i1.15808 PEER DESIGN JURIES: The Implementation Of Group Pin-Up In Architecture Design Studio Trias Megayanti 1 , Tutin Aryanti 2 ,Nitih Indra Komala Dewi 3 1,2,3 Architecture, Universitas Pendidikan Indonesia, Bandung, Indonesia Jl. Dr. Setiabudhi No. 207, Bandung 40154, Indonesia Corresponding Author: trias@upi.edu tutin@upi.edu nitih@upi.edu Article History: Received: 6 Maret 2019 Revised: 16 Maret 2019 Accepted: 4 April 2019 Available online: 11 April 2019 Abstract: The architecture design studio is a core course in architectural learning that trains students' abilities in the architectural design process. Unfortunately, students often fail to meet scheduled task targets, even though the time alloted is sufficient. This article examines the application of the group pin-up as a teaching method and its effectiveness in helping students meet deadlines for completing tasks in the Architecture Design III course, a studio attended by second year students. This study uses documents analysis (reviewing student design drawings to measure student achievement), and interviews (investigating changes in attitudes and perceptions of the students in pin-up group applications). We found that using the group pin-up strategy to impose an in-between deadline leads to improved discipline, better teamwork, and higher motivation due to competition in the group. This method is recommended in architectural design studios as a simulation practice for students before they move up and begin to work in the architecture profession. Keywords: Architectural design studio, Group pin-up, Peer group judging 1. Introduction Architecture education has a teaching pattern that focuses on the design studio by creating an atmosphere of active learning through project-based learning. The design studio is organized in order to foster students' creativity and assist them in developing their ideas into architectural works as professional architects. In general, the design studio is intended to equip students with the various sciences and skills needed, both in practical and intuitive contexts, in order to produce competent, innovative and creative design solutions (Lukman, Ibrahim, and Utaberta, 2012). Beyond merely considering the beauty and strength of a building structure, students are also required to utilize a multi-disciplinary approach in the design studio, in order to accommodate the level of complexity associated with the interconnected social and cultural aspects of projects (Lukman et al., 2012). In the implementation of the design studio, students are directed to complete a case study through a series of design processes, driving them to make design decisions individually and in groups. This hones their creativity, part of the must-have skills they must develop as future architects. In the project-based learning setting, students are trained and learn to apply various theories through a series of processes of identification, data collection, evaluation, and development of alternative designs, which are communicated through manual and digital images, models, and other architectural communication media (Gross and Do, 1997). The design studio system has evolved to reflect different approaches by each lecturer and at each architecture school. Although it is considered the most effective system in introducing the world of architecture to students, several problems can hinder the successful achievement of learning outcomes. One such problem is a lack of relationship between students, which affects their ability to learn about studio tasks that must be completed. This has an impact on the studio