The development of religiosity in adolescence, as one of the keys to psychosocial development, is influenced by complex internal and external factors. This qualitative research aimed to analyze the development of religiosity in adolescents based on the five-stage model of the "Quranic Growth System" and using the directional content analysis method. The data were analyzed through document analysis and coding. The findings show that the development of religiosity in adolescence is influenced by 1. self-knowledge (self-knowledge, time-knowledge, and need-knowledge), 2. knowledge of good and virtue (knowledge of deeds, knowledge, knowledge of evil, distinguishing good from good, types of knowledge of goodness, knowledge of the prerequisites for creating goodness, transforming good into virtue). 3. Creating all kinds of goodness (creating doctrinal goodness, creating emotional goodness, creating behavioral goodness, adapting oneself to collective goals, forming strong and purposeful groups, and understanding the verses of life), 4. Doing good to others through goodness (ranking oneself and others, dealing with others, dealing with appropriate and inappropriate behaviors, dealing with mentality, doing good to others, and constructive dialogue with others), and finally. 5. Creating the most beautiful events with virtues (ranking oneself and others, dealing with others, dealing with appropriate and inappropriate behaviors, dealing with mentality, kindness to others, and constructive dialogue with others). By presenting a Quranic-psychological model, this study provides a framework for understanding the dynamics of religiosity in adolescence and helps parents, developmental educators, teachers, and educational officials for development-based religious education programs.



The development of religiosity in adolescence, as one of the keys to psychosocial development, is influenced by complex internal and external factors. This qualitative research aimed to analyze the development of religiosity in adolescents based on the five-stage model of the "Quranic Growth System" and using the directional content analysis method. The data were analyzed through document analysis and coding. The findings show that the development of religiosity in adolescence is influenced by 1. self-knowledge (self-knowledge, time-knowledge, and need-knowledge), 2. knowledge of good and virtue (knowledge of deeds, knowledge, knowledge of evil, distinguishing good from good, types of knowledge of goodness, knowledge of the prerequisites for creating goodness, transforming good into virtue). 3. Creating all kinds of goodness (creating doctrinal goodness, creating emotional goodness, creating behavioral goodness, adapting oneself to collective goals, forming strong and purposeful groups, and understanding the verses of life), 4. Doing good to others through goodness (ranking oneself and others, dealing with others, dealing with appropriate and inappropriate behaviors, dealing with mentality, doing good to others, and constructive dialogue with others), and finally. 5. Creating the most beautiful events with virtues (ranking oneself and others, dealing with others, dealing with appropriate and inappropriate behaviors, dealing with mentality, kindness to others, and constructive dialogue with others). By presenting a Quranic-psychological model, this study provides a framework for understanding the dynamics of religiosity in adolescence and helps parents, developmental educators, teachers, and educational officials for development-based religious education programs.