<![CDATA[This study examines the concept of the comfort zone from Al-Ghazali's perspective, focusing on its application to issues of discomfort and declining interest in PAI learning at MI Al-Barokah Botolinggo. The focus is on the influencing factors and indicators of the conceptual design of the comfort zone learning model based on Al-Ghazālī's perspective. The study employs a qualitative case study design. Informants were purposively selected from among the headmaster, PAI teachers, homeroom teachers and students. Data were collected through observation, interviews, documentation and a literature review. Data reduction, presentation, interpretation and triangulation were used to analyse the data and draw conclusions. The results show that the influencing factors are psychological, pedagogical, related to the school environment, and social. Al-Ghazali's comfort zone learning model positions psychological safety as the foundation of the learning process. This is achieved through personal communication, empathetic communication, active learning, self-reflection, collaboration, appreciation, and the habituation of spiritual values. The study provides practical implications for teachers when designing learning activities.]]>
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