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Tamilis Synex: Multidimensional Collaboration
Published by Edujavare Publishing
ISSN : *     EISSN : 30263972     DOI : -
Core Subject : Economy, Science, Education, Social, Engineering,
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences
Tamilis Synx (E-ISSN 3026-3972) is a blind peer-reviewed journal published by Edujavare Publishing, Indonesia. This journal publishes research articles, conceptual articles, field study reports and book reviews on all scopes of multidisciplinary science (See Focus and Scope). This journal articles are published four times a year; 4 issues per year (March, June and September, December). This journal article is published two times a year; 2 issues per year (June and December).
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 225 Documents
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Analisis Perasaan Cinta Edward Cullen terhadap Bella Swan dalam Midnight Sun Karya Stephenie Meyer Khersy Runtuwene; Dewi Christa Kobis; Muh. Hasan Basri
Tamilis Synex: Multidimensional Collaboration Vol. 4 No. 03 (2026): Tamilis Synex
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Midnight Sun is a novel by Stephenie Meyer published 2020. The novel has one main character, Edward Cullen, and several supporting characters, including Bella Swan, Alice Cullen, and Carlisle Cullen. Love Felling is the main theme in the novel. The purpose of this study is to find out what is the factor that makes his love felling grow for Bella Swan and. This study used a descriptive research. This study used based on Wellek and Warren’s intrinsict approach. This study used Robert Sternberg's Triangular Theory of Love posits that love is composed of three essential components: intimacy, passion, and commitment. These components interact in different combinations to form various types of love, ranging from non-love (the absence of all three) to consummate love (a balanced combination of all three). The theory suggests that the relative importance of these components can change over time, and that relationship success is linked to compatibility between partners' "love triangles".
Teacher Collaboration and School Effectiveness in Ireland Liam Murphy
Tamilis Synex: Multidimensional Collaboration Vol. 3 No. 2 (2025): Tamilis Synex: Multidimensional Collaboration
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/tls.1544

Abstract

Teacher collaboration has emerged as a critical determinant of school effectiveness, particularly within the context of Ireland's evolving educational landscape. This study examines the relationship between teacher collaboration and school effectiveness in Irish primary and post-primary schools, drawing upon empirical evidence from professional learning communities, collaborative inquiry models, and national policy frameworks. The Irish education system has embedded collaborative learning as a stated principle within the Primary Curriculum and the post-primary Key Skills framework, reflecting a national commitment to participatory and cooperative pedagogies. However, the scale of implementation remains variable across schools, with persistent challenges related to time constraints, systemic fragmentation, and the assessment of collaborative competencies. Drawing on qualitative case studies from Dublin City University and comparative analyses with European frameworks, this paper identifies key mechanisms through which teacher collaboration enhances instructional quality, collective teacher efficacy, and student outcomes. Findings indicate that structured collaborative inquiry characterised by critical dialogue, public sharing of practice, and external facilitation yields measurable improvements in teacher beliefs, self-efficacy, and classroom practice. The study concludes that sustainable teacher collaboration requires intentional school leadership, dedicated time allocation, and alignment with career-long professional learning policies, including Ireland's Droichead induction process and Oide's continuing professional development offerings. These insights contribute to the broader discourse on school improvement and offer actionable recommendations for policymakers and school leaders seeking to cultivate collaborative cultures that drive educational excellence.
Green Education and Environmental Literacy in Denmark Rasmus Lindholm
Tamilis Synex: Multidimensional Collaboration Vol. 3 No. 03 (2025): Tamilis Synex: Multidimensional Collaboration
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/tls.1546

Abstract

Green education has become a strategic approach for fostering environmental literacy and supporting sustainable development in contemporary education systems. Denmark is widely recognized as one of the leading countries in integrating sustainability principles into educational policies, school culture, and community participation. This study aims to examine how green education contributes to the development of environmental literacy in Denmark by synthesizing current literature, policy documents, and empirical studies. Using a qualitative literature review approach, this study analyzes publications from international journals, reports from international organizations, and Danish educational policies related to environmental education and sustainability. The findings indicate that Denmark promotes environmental literacy through interdisciplinary curricula, experiential learning, outdoor education, eco-school initiatives, and strong collaboration among schools, local communities, and governmental institutions. These educational practices not only improve students' environmental knowledge but also strengthen ecological awareness, critical thinking, pro-environmental attitudes, and sustainable behaviors. The study concludes that Denmark's green education model provides valuable insights for other countries seeking to strengthen environmental literacy through comprehensive educational reforms that integrate sustainability into teaching, learning, and institutional governance.
Learning Analytics in Higher Education: A Case of the Netherlands Asper Van Dijk
Tamilis Synex: Multidimensional Collaboration Vol. 3 No. 03 (2025): Tamilis Synex: Multidimensional Collaboration
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/tls.1547

Abstract

Learning analytics has emerged as a transformative approach to enhancing educational quality and student success in higher education, with the Netherlands serving as a particularly instructive case of systematic implementation within a robust regulatory and collaborative framework. This study examines the adoption, development, and outcomes of learning analytics across Dutch universities, drawing upon institutional case studies, national policy frameworks, and empirical evidence from student-facing dashboard implementations. The Dutch approach is distinguished by its emphasis on responsible data use under the General Data Protection Regulation, the collaborative infrastructure provided by SURF—the national ICT cooperative for education and research—and the integration of learning analytics within a broader ecosystem of educational innovation. Key institutional developments include Utrecht University's centralised Learning Analytics team and community, Eindhoven University of Technology's self-regulated learning dashboard, and the Open University of the Netherlands' analytics-supported distance learning design. The research identifies four critical success factors: clear educational goal alignment, privacy-by-design principles, stakeholder-inclusive development processes, and phased implementation with comprehensive teacher support. Findings indicate that student-facing learning analytics, when designed with transparency and user agency, significantly improve self-regulated learning, academic writing skills, and early identification of at-risk students. However, persistent challenges include technical barriers in data extraction and visualisation, the need for enhanced data literacy among both students and educators, and the tension between institutional efficiency goals and individual student privacy. The study concludes that the Dutch model offers a replicable framework for ethically grounded, pedagogically informed learning analytics implementation, while highlighting the necessity of continuous evaluation and iterative improvement to realise the full potential of data-informed education.
Competency-Based Curriculum Reform in Germany Lukas Schneider
Tamilis Synex: Multidimensional Collaboration Vol. 3 No. 04 (2025): Tamilis Synex: Multidimensional Collaboration
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/tls.1548

Abstract

Competency-based curriculum reform has fundamentally reshaped German higher education since the Bologna Process, shifting educational paradigms from content-centred knowledge transmission to outcome-oriented competence development. This study examines the implementation, challenges, and outcomes of competency-based curriculum reform across German universities and universities of applied sciences, drawing upon national policy frameworks, institutional case studies, and empirical evidence from teacher training and vocational education contexts. Germany's approach is distinguished by the 2005 Qualifications Framework for German Higher Education Degrees, the integration of the European Qualifications Framework, and the systematic embedding of competence orientation within modularised study programmes. The research identifies four critical dimensions of reform: the formulation of learning outcomes at programme, module, and course levels; the transformation of teaching methods toward student-centred, action-oriented pedagogies; the development of competence-based assessment formats; and the alignment of accreditation procedures with competency criteria. Findings indicate that while formal compliance with competence orientation has been widely achieved, substantive implementation of the associated didactic transformations remains uneven across disciplines and institutions. Persistent challenges include the tension between academic scientific training and professional employability, the difficulty of assessing complex competences through traditional examination formats, and the gap between intended curriculum designs and enacted classroom practices. The study concludes that sustainable competency-based reform requires sustained investment in faculty development, systematic approaches to competence progression across study programmes, and institutional cultures that value educational innovation alongside research excellence. These insights contribute to the broader European discourse on the Bologna Process and offer actionable recommendations for higher education systems navigating similar transitions.
Climate Change Education and Sustainable Learning in Iceland Rebecca L. Morrison
Tamilis Synex: Multidimensional Collaboration Vol. 4 No. 02 (2026): Tamilis Synex: Multidimensional Collaboration
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/tls.1552

Abstract

Climate change education and sustainable learning have emerged as critical priorities in Iceland's education system, reflecting both the nation's unique environmental vulnerabilities and its commitment to global sustainability frameworks. This study examines the implementation, evolution, and outcomes of climate change education across Iceland's preschool, compulsory, and upper secondary education levels, drawing upon national curriculum frameworks, teacher survey data, and empirical evidence from institutional practices. Iceland's approach is distinguished by the 2011 National Curriculum Guide that established sustainability as one of six fundamental pillars of education, the GETA (ActionESD) research project's influence on policy development, and the integration of education for sustainability across all school levels following the 2008 financial collapse. The research identifies four critical dimensions: the pillar-based curriculum integration model, the interplay between research and policy in curriculum development, teacher preparedness and professional development challenges, and the tension between policy ambition and classroom implementation. Findings indicate that while Iceland has achieved remarkable success in embedding sustainability into national curriculum frameworks, a significant implementation gap persists, with 92% of teachers reporting that their schools do not teach about climate change and 66.7% believing the curriculum insufficiently addresses climate education. Persistent challenges include teacher confidence gaps, lack of common understanding of ESD across stakeholders, insufficient resources, and the political volatility of sustainability education. The study concludes that Iceland's model offers valuable insights for nations seeking to integrate climate change into education through research-informed policy and pillar-based curriculum design, while highlighting the necessity of sustained investment in teacher professional development, systematic monitoring, and the creation of common understanding across all educational stakeholders.
Educational Innovation for Industry 5.0 in Japan Ayaka Nakamura
Tamilis Synex: Multidimensional Collaboration Vol. 4 No. 03 (2026): Tamilis Synex: Multidimensional Collaboration
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/tls.1554

Abstract

Educational innovation for Industry 5.0 has emerged as a strategic imperative in Japan, reflecting the nation's ambition to transition from an information society to a human-centred society that balances economic advancement with the resolution of social problems through the integration of cyberspace and physical space. This study examines the implementation, evolution, and outcomes of educational reforms aligned with Japan's Society 5.0 vision, drawing upon national policy frameworks, the GIGA School Initiative, and empirical evidence from higher education digital transformation. Japan's approach is distinguished by the Society 5.0 concept proposed in the 5th Science and Technology Basic Plan, the GIGA School Initiative achieving one device per student for approximately 13 million learners, the integration of artificial intelligence and data science across all education levels, and the emphasis on Future Skills development including higher-order thinking and cross-cultural competencies. The research identifies four critical dimensions: the Society 5.0 vision as a backcasting framework for curriculum design, the GIGA School infrastructure as a foundation for personalised learning, the transformation of higher education through digital transformation and micro-credentialing, and the persistent tension between technological innovation and socio-cultural conservatism. Findings indicate that Japan has achieved remarkable infrastructure deployment and policy coherence, yet significant challenges remain, including a projected shortage of 789,000 IT talents by 2030, low female participation in science courses at only 7%, teacher readiness gaps with only 28% feeling well-prepared for ICT integration, and the rapid reversion to face-to-face instruction post-pandemic. The study concludes that Japan's model offers valuable insights for nations seeking to align education with Industry 5.0 through systemic digital transformation, while highlighting the necessity of addressing human resource development, gender equity, and pedagogical innovation beyond infrastructure provision.
Dekonstruksi Pendekatan Nilai Moral dan Strategi Pembelajaran Humanis di Abad 21 Suharni; Mukh. Nursikin
Tamilis Synex: Multidimensional Collaboration Vol. 4 No. 02 (2026): Tamilis Synex: Multidimensional Collaboration
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/tls.1596

Abstract

This research is motivated by the phenomenon of moral degradation in the era of digital disruption triggered by the dominance of a technocentric education system. Conventional values ​​education approaches that tend to be rigid, cognitive-centered, and dogmatic have proven ineffective in equipping students with empathy and ethical awareness in the real world and cyberspace. Therefore, this research aims to deconstruct the mainstream moral values ​​approach and reconstruct it into a framework of humanist learning strategies that are relevant to the challenges of the 21st century. This research uses a qualitative approach with a library research design. Data were obtained from primary and secondary scientific literature, which were then analyzed using critical content analysis techniques. The results of the study indicate that: (1) Current moral education approaches are often trapped in the realm of knowledge (moral knowing) and ignore emotional sensitivity (moral feeling) and real actions (moral action); (2) Humanist learning strategies are contextual solutions that can be implemented through dialogical and restitution approaches, authentic teacher role modeling, and the integration of digital ethics. This study concludes that mastery of 21st Century Skills (4Cs) must be accompanied by a humanistic approach as an ethical compass. This integration is absolutely necessary so that education produces not only a technologically adept generation but also one with civility and moral integrity.
Analisis Pemerolehan Bahasa pada Anak Usia Dini dalam Proses Pembelajaran di TK Al Qodar Atik wahidatul Hasanah
Tamilis Synex: Multidimensional Collaboration Vol. 4 No. 03 (2026): Tamilis Synex: Multidimensional Collaboration
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/tls.1627

Abstract

This study aims to analyze the language acquisition process in early childhood within the context of learning at Al Qodar Kindergarten. This study used a qualitative approach with a case study design. The research subjects consisted of children aged 5–6 years, class teachers, and the principal of Al Qodar Kindergarten. Data collection techniques included participant observation, in-depth interviews, and documentation studies. Data validity was ensured through triangulation of sources and techniques. The results showed that children's language acquisition at Al Qodar Kindergarten occurred effectively through the integration of storytelling, singing, role-playing, and dialogic activities. These methods successfully stimulated children's vocabulary development, understanding of narrative structures, and communicative skills in meaningful contexts. The role of teachers in creating a responsive learning environment and implementing learning differentiation according to the child's individual developmental level is a crucial factor in supporting successful language acquisition. The integration of Islamic values ​​in language learning positively contributes to children's vocabulary enrichment and pragmatic understanding. However, the limited time allocated for language learning within the integrated thematic curriculum and teachers' unequal understanding of early childhood language acquisition theory pose challenges that need to be addressed. This study recommends the need for specialized training for teachers, increased time allocated for expressive language activities, and strengthening the role of the physical classroom environment as a stimulus for children's independent language development.
PENGARUH KREDIBILITAS KONTEN DAN INTERAKSI MEDIA DI INSTAGRAM @KOPICALF TERHADAP MINAT BELI KONSUMEN Mariska Salsabila Azzahra; Sari Ekowati
Tamilis Synex: Multidimensional Collaboration Vol. 4 No. 03 (2026): Tamilis Synex
Publisher : CV Edujavare Publishing

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Abstract

Instagram is a social media platform frequently utilized as a digital marketing tool due to its ability to facilitate consumer communication and interaction. The credibility of the content presented, combined with positive social media interaction, can enhance consumer interest in advertised products. This study aims to understand the impact of content credibility and social media interaction on consumer purchase intention regarding the @kopicalf Instagram account. The research employs a quantitative approach with an associative design. Purposive sampling was used to collect data from 100 respondents, and SPSS version 29 for Windows was utilized for analysis. The results indicate that Content Credibility (X₁) and Social Media Interaction (X₂) have a positive and significant influence on Consumer Purchase Intention (Y). This is evidenced by the partial test, where Social Media Interaction yielded a calculated t-value of 7.974 (exceeding the t-table value of 1.985) with a significance level of 0.021 (below 0.05); consequently, H₀ was rejected and Hₐ was accepted. Furthermore, the two independent variables simultaneously exerted a significant influence on Consumer Purchase Intention regarding the @kopicalf Instagram account.

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