<![CDATA[Many Islamic educational institutions face the challenge of students performing religious rituals as a mere formality without deep spiritual internalization. This study aims to explore the experiential dimension of students' religiosity and dissect the transition process from ritual compliance to spiritual internalization. A qualitative approach was employed using a multi-site case study design at MA NU Lekok and MA Fathul Latif Rejoso. Data were collected through phenomenological in-depth interviews, participant observation, and documentation. The study identified a four-stage transformation model: institutional habituation, reflective catalysis through meaning-making, experiential engagement providing peace of mind, and autonomous internalization where worship becomes an existential need. Authentic spiritual internalization is achieved when madrasas successfully transform "mandatory" regulations into meaningful emotional experiences, resulting in substantive religiosity and self-regulating mechanisms in adolescents. This article offers a new theoretical framework for educators to understand the stages of students' spiritual development within formal educational environments.]]>
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