<![CDATA[Early-stage architectural education relies heavily on the understanding of design instructions outlined in the Terms of Reference (TOR). The primary issue in the Architectural Design Studio 1 course at `Halu Oleo University is the absence of a TOR document, which triggers biased interpretations of verbal instructions, academic anxiety, and inefficient consultation sessions. This study aims to implement and evaluate the effectiveness of an interactive and comprehensive digital-based TOR to address these challenges. The research employs a qualitative descriptive method with an Action Research approach. Data collection involved 45 students through participatory observation, structured questionnaires, and design document reviews, comparing the pre- and post-intervention cycles. The results indicate that the implementation of the digital-based TOR significantly improved students' understanding across 9 indicators of studio instruction. The highest improvements were observed in the understanding of the final grading system (+75%) and the details of physical studio deliverables (+72%). In addition to shifting the focus of consultations toward analytical discussions, the intervention triggered a surge in the percentage of student designs meeting passing standards, increasing from 40% to 85%. In conclusion, the digital-based TOR effectively minimizes academic disorientation and serves as a pedagogical instrument that facilitates self-guided learning.]]>
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