The Holy Quran encompasses comprehensive and highly applicable perspectives. Accessing these insights is achieved through identifying and gathering relevant verses on a specific topic, followed by their analysis, synthesis, and reporting. This approach, referred to as extractive thematic interpretation, when supported by the method of content analysis, yields structured outcomes. Content analysis serves as a tool for recognizing, analyzing, and systematically reporting concepts embedded within data. Therefore, elucidating how the content analysis method can be applied in extractive thematic interpretation is essential. The present article, utilizing rational analysis with a methodological approach and library-based tools, addresses the following: Content analysis is an overarching title under which numerous perspectives, schools of thought, and approaches have been proposed. Among these viewpoints, the inductive method and the perspective that considers content as having an interpretative essence serving as an analytical output, and representing a pattern based on shared meanings, aligns well with extractive thematic interpretation. Based on this foundation, the reflective school" is more suitable for this interpretive style compared to the stable coding and codebook schools, as it emphasizes the researcher's role in discovering themes inductively from the data, presenting them as analytical outputs and patterns based on shared meanings. The reflective school, consistent with the thematic network approach, operationalizes the content analysis process in six stages: familiarization with the data, initial coding, theme recognition (basic, organizing, and global), mapping thematic networks, analyzing thematic networks, writing the research report, and describing patterns—stages that correspond to the practical steps of thematic interpretation.