Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Penelitian Pendidikan Indonesia
Ahmad Amin Dalimunthe
State Islamic University of North Sumatra
Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The implementation of waqf planning and development through Islamic financial institutions in Indonesia Sugianto Sugianto; Andri Soemitra; Muhammad Yafiz; Ahmad Amin Dalimunthe; Reza Nurul Ichsan
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 8, No 2 (2022): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020221430

Abstract

There is assumption in the community that waqf are physically permanent, and handed over directly to Nazir, even though there are also cash waqf through Islamic financial institutions (IFI). The present research was conducted using a qualitative approach This study aims to analyze the implementation of waqf planning by waqif, waqf development by waqf bodies and the structuring of IFI products in Indonesia related to waqf. This study used a qualitative descriptive method using an online questionnaire to waqif and in-depth interviews with waqf institutions and IFI, then analyzed descriptively qualitatively. The results showed that the development of endowments through Islamic financial institutions are carried out by two methods; namely, the development of endowments initiated by LKS and are offered to Waqf Board, and the development of waqf was initiated and offered to LKS by the Waqf Board and the structure of the waqf products consists of two models. One model is not directly made specifically for waqf products, but is linked to the needs of Nazir who have collaborated, and the other one is that LKS products are specifically structured for endowments devoted to mobilizing endowments that are either self-structured by LKS or upon the request by Nazhir.
EFL Teachers' Engagement and Perceptions of Integrating Gemini AI for Professional Development Aulia Khairunnisa Lubis; Ernita Daulay; Ahmad Amin Dalimunthe
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10910

Abstract

The rapid evolution of generative artificial intelligence (AI) has necessitated a shift in teacher professional development. However, a significant gap remains in understanding how language educators in traditional Islamic secondary schools navigate technological adoption amidst demanding administrative workloads. This study aimed to investigate EFL teachers' engagement—defined operationally through their behavioral prompt iterations and cognitive commitment—and their perceptions of integrating Gemini AI for professional development at a public Islamic high school (MAN) in Medan. Employing a descriptive qualitative approach, data were collected through methodological triangulation, including non-participant observations, semi-structured interviews, and artifact analysis of teaching modules produced by five purposively selected English teachers. The results indicated a high level of behavioral and cognitive engagement, where the application of Gemini AI reduced teaching module development time by approximately 80%. This figure was determined by comparing the teachers' average manual drafting time of 3 to 4 hours against the AI-assisted completion time of under 45 minutes. Furthermore, the integration enhanced the pedagogical quality of enrichment materials and student worksheets (LKPD) through Higher-Order Thinking Skills (HOTS) alignment. Despite initial technology-related anxiety among senior educators, participants perceived Gemini AI as an efficient supportive tool that minimizes administrative burdens and fosters instructional creativity. The study concludes that while Gemini AI effectively streamlines the structural implementation of the Independent Curriculum (Kurikulum Merdeka) in a Madrasah context, tailored peer-mentoring remains vital to address the intergenerational digital divide. These findings imply that structured AI integration can successfully enhance lesson-planning efficiency while respecting local educational structures.
Co-Authors Andri Soemitra Andri Soemitra Aulia Khairunnisa Lubis Ernita Daulay Muhammad Yafiz Reza Nurul Ichsan Sugianto Sugianto