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This study aims to analyze the life of the Prophet Muhammad through a Freudian analysis. Although Sigmund Freud’s study of Islam is considered inaccurate in portraying Islam as a simplified repetition of Judaism, his psychoanalytic approach is useful to study the historical development of the Prophet’s life and his early community. By closely reading Ibn Ishaq’s Sīrat Rasūl Allāh (The Biography of the Prophet) and related library sources, this study sheds a new light on the changes and transformations of Muhammad’s personality and responses to historical events. This approach differs from previous scholarship that relied more on chronological narration and transmission or spiritual-philosophical reflections. Through Freudian psychoanalysis that he employed in Moses and Monotheism, this study analyzes the development of Muhammad’s characters, approaches, and reactions to historical occurrences as recorded in Ibn Ishaq’s biography of the Prophet Muhammad. This study demonstrates that the driving force of the Prophet’s responses to historical realities is not the feeling of guilt as Freud suggests, but a traumatic experience that leads to a series of changing characters and reactions to different sociological, religious, and psychological contexts. This finding not only challenges the relevance of the Freudian approach in the study of Islam but also revisits traditional narratives of the Prophet Muhammad.

This study aims to ascertain the impact of the Active learning method on high-order thinking skills (HOTS) within the realm of Islamic education. Our primary contribution is the comprehensive meta-analysis of various preliminary and university educational studies. Using RStudio, we analyzed the differences in effect sizes, variations, and groups among studies. The findings indicate that the Active learning method significantly enhances HOTS, with the mixed learning method showing the most pronounced effect. We adopted a systematic approach, examining diverse learning methods like genre-based learning and blended learning model. Our research design entailed a meticulous meta-analysis of pre-existing literature rather than primary experimental or survey-based methods. However, we identified high heterogeneity in effect sizes as a limitation, suggesting the need for more nuanced studies in varied contexts. This research underscores educators' need to adapt learning strategies suited for specific educational levels, pointing towards a brighter horizon for tailored pedagogical interventions.