Intolerance in Islamic textbooks: The quest for an Islamic teaching model for Indonesian schools

Abstract The study highlights the presence of intolerance within the textbooks used for Islamic education, which has negative implications for peace and harmony. However, the understanding of this intolerance construction in the textbooks is currently limited. Therefore, this research aims to identify and analyze the intolerant values embedded within these textbooks’ language, content, and scenarios. The ultimate goal is to develop an action plan to prevent the dissemination of intolerance through the education system. To achieve this objective, qualitative methods such as content analysis, interviews, and focus group discussions were employed to collect and analyze data. The study’s findings indicate the following: a) The textbooks used for Islamic education can foster and promote intolerant beliefs, attitudes, and behaviors among students, who may mistakenly associate these with the teachings of Islam. b) The narratives promoting intolerance found within the textbooks result from negligence during the writing, reviewing, and editing processes. C) The development of new textbooks is necessary, and it should be a collaborative effort involving intellectuals, religious and cultural leaders, with a focus on promoting values of peace and social harmony. In conclusion, the study recommends a comprehensive mapping of the textbooks used in Islamic education at different education levels to identify and address any potential threats to peace. If strategically approached, Islamic education can serve as a platform for nurturing students’ moral foundations and fostering peaceful coexistence within society.


Introduction
Although Islamic textbooks are intended to promote tolerance among students, they also contain intolerant narratives, words, and sentences.Expressions of intolerance are commonly found in the language and wording used in these textbooks.The Center for the Study of Islam and Society of Universitas Islam Negeri (PPIM UIN) Jakarta ( 2016) discovered instances of intolerance and violence in Junior High School PAI-BP (PAI-BP SMP) textbooks published by the Ministry of Education and Culture.They found misrepresentations of certain religious practices and sensitive teachings left unexplained.This finding explains why intolerance arises among students and highlights the role of reading in fostering religious intolerance (Faozan, 2021, p. 5-6).Ait Bouzid (2016) states that when religious education textbooks contain content promoting religious intolerance, they effectively teach students to be intolerant.Research conducted by the PPIM UIN Jakarta (2017) further emphasizes that religious education textbooks published by the Ministry of Education and Culture serve as a medium for spreading intolerance.Research on PAI-BP textbooks in Jombang, Bandung, Depok, and Jakarta revealed the presence of teachings of intolerance within Islamic textbooks.Various sources, as illustrated in Figure 1, provide data that expose survey results regarding the increasing prevalence of acts of intolerance in schools.The Wahid Foundation (2015) conducted a survey among 306 Muslim students and found that 27% of the students refused to exchange Christmas greetings, 15% expressed support for the destruction of houses of worship (with an additional 27% being ambivalent), and 3% rejected visiting a sick friend of another religion (with an additional 3% being ambivalent).The Wahid Foundation's annual report indicates a rise in cases of religious intolerance from 2009 to 2012.In 2013-2014, there was a 48% decrease in such cases.In 2015, the number of cases of religious intolerance increased by 190 (20%), and in 2016, there was a further increase of 204 cases (7%).
Secondly, according to the Setara Institute survey conducted in 2019, which covered 25 provinces, a total of 160 cases of intolerance were reported, indicating a 5-point increase since 2018.This increase in intolerance cases also includes incidents occurring in schools.Thirdly, as reported by Elsaonline.com on 21 February 2022, cases of intolerance in 2021 showed a 6% increase compared to the previous year's numbers.Intolerance has become a pressing issue in schools, ideally providing a conducive atmosphere for students to comprehend the significance of tolerance and diversity.
The research on intolerance in PAI-BP textbooks is closely linked to the government's approach to implementing religious education.The Indonesian government follows a dualism system in managing religious education, where school education (comprising elementary school, junior high school, and senior high school) falls under the Ministry of Education and Culture.In contrast, madrasah education (including Madrasah Ibtidaiyah, Madrasah Tsanawiyah, and Madrasah Aliyah) is overseen by the Ministry of Religion.School education is generally called general education, while madrasah education is known as religious education (Hardianto, 2019).However, in recent developments, school education now incorporates religious teachings and general subjects like mathematics and arithmetic (Ihsan et al., 2021;Zarkasyi, 2020).
This dualism policy plays a crucial role in shaping the content of PAI-BP textbooks for schools, which sometimes contain narratives that promote intolerance.According to research conducted by PPIM UIN Jakarta (29/09/2017), the Ministry of Education and Culture, as the authority responsible, implements a policy allowing freedom to publish textbooks, including those related to PAI.Such policies are susceptible to being exploited by groups with exclusive views.
The construction of the text, with its undertones of intolerance, forms the foundation upon which students adopt their value systems.The core argument highlights that the language and terminology employed in textbooks are not value-neutral, as they are shaped within an educational policy framework that selects certain values.When textbooks encompass religious, social, and political constructs, they inherently carry religious interests, especially if they serve as "teachers" propagating the notion of intolerance (Shea & Al-Ahmed, 2006, p. 22).Additionally, textbooks are inevitably influenced by cultural and political values, which can impart their hues to constructing the content.
Therefore, this study aims to examine the portrayal of intolerance in religious education textbooks.Specifically, it will analyze three aspects: the depiction of intolerance in Islamic religious textbooks, the factors contributing to the inclusion of intolerance nuances in these textbooks, and potential solutions to address the presence of intolerance in narrative construction.These three areas will be the primary focus of discussion within this article.Although limited research has been conducted on intolerance, particularly in religious textbooks, it is crucial to explore this topic as religious education plays a significant role in promoting a peaceful society as advocated by various religions.Consequently, researching intolerance in PAI & BP Kemendikbud textbooks is urgently necessary.

Literature review
The issue of increasing religious intolerance in schools has received limited scholarly attention, with only three notable tendencies identified in the literature.Firstly, several studies have highlighted the presence of intolerance within the empirical activities of Muslims (Burchardt & Griera, 2019;Karpov & Lisovskaya, 2008;Kuipers et al., 2021;Lu & Yu, 2020;McCormack, 2017;Mietzner & Muhtadi, 2018;Yusuf et al., 2020).Secondly, Yusuf et al. (2020) examined the rise in religious intolerance by analyzing the socio-economic factors influencing intolerance at the individual level in Indonesia, the world's largest Muslim democracy.Similarly, Mietzner and Muhtadi (2018) discussed how intolerance and conservatism can act as catalysts for Islamic mass demonstrations, among other factors.Thirdly, studies have explored the impact of religious intolerance on the relations between Muslims and non-Muslims, including the level of mutual acceptance between these communities (Barman, 2020;Geraerts, 2019;Hartikainen, 2019;Paterson, 2000;Van der Walt, 2016;Wang & Froese, 2020).Moreover, studies have investigated the intersection of religious intolerance with the media, as the media plays a crucial role in shaping ideals and values related to tolerance and intolerance (Hasangani, 2021;Lu & Yu, 2020;Olson, 2020;Tomé-Fernández et al., 2019;Watts, 2020;Žalec & Pavlíková, 2019).
These three tendencies shed light on the dynamics of Islamic education in Southeast Asia, specifically focusing on intolerance in Indonesia.However, limited research has been conducted on religious intolerance within religious education textbooks.Consequently, textbooks containing narratives of intolerance can significantly impact students' understanding, attitudes, and behavior regarding intolerance.

Conceptual framework
This conceptual framework aims to elucidate the reasons behind the presence of intolerant content in the PAI-BP SMP Kemendikbud textbook and propose potential solutions to address this issue.Throughout history, it has been widely recognized that religion, despite its noble aspects, has often been a source of intolerance (Coward, 1986).The concept of intolerance has long been examined in education, society, and psychology, as it is perceived as restricting the freedoms of others (Karpov & Lisovskaya, 2008).Olson (2020) defines intolerance as the antithesis of liberty, while Verkuyten and Kollar (2021) emphasize that it entails negative and irrational responses to the religious beliefs and practices of others.They further highlight its association with dogma and suspicion (Peteet, 2019).Intolerance is closely linked to prejudice, fanaticism, and resistance (García-Castro et al., 2020;Khusnutdinova et al., 2018).Its impact extends to individuals' cognitive, affective, and psychomotor processes, rejecting diversity and difference and contributing to social conflict and segregation (Aguiar & Parravano, 2015;Mitchell et al., 2013;Norr et al., 2014).Verkuyten et al. (2020) identify three forms of intolerance.First, suspicious intolerance involves mistrust and antipathy towards individuals with differing ideologies and beliefs.The second form is intuitive intolerance, characterized by disapproval of others' beliefs.The third is deliberative intolerance, which entails disrupting individuals perceived as holding deviant or mistaken beliefs.Additionally, Elisabetta Galeotti (2021) highlights that egotism often accompanies intolerance, leading to resistance.This explanation underscores that intolerance is not inherent but acquired through a pedagogical process (Russell, 2017).Van der Walt (2016) and Paterson (2000) argue that textbooks and lessons frequently propagate intolerance.Shea and Al-Ahmed (2006) further emphasize that education can become a medium for spreading intolerance.Similarly, Darweish and Mohammed (2018) assert that religious intolerance narratives in textbooks can fuel religious divisions.
The textbooks used in religious education have a crucial role in shaping students' values and character (Alhashmi et al., 2020).They significantly contribute to character development and cultivating students' religious competencies (Ghosh et al., 2017).Consequently, textbooks serve as guides during the learning process, introducing students to cultural diversity, tolerance, and even intolerance (Hermawan, 2020;Huang, 2019).Moreover, religious education textbooks are instrumental in conveying the understanding and practice of religious tolerance within society (Alabdulhadi, 2019), strategically shaping students' attitudes, understanding, and behavior.Alabdulhadi highlights the importance of relating the narrative of religious tolerance in religious education textbooks to the multicultural reality of society, enabling students to comprehend it easily and apply it in their daily lives.Therefore, religious education textbooks can significantly influence students' practice of tolerance or intolerance (Alhashmi et al., 2020;Fredman, 2020).However, it is evident that the PAI-BP SMP Kemendikbud textbook contains intolerant content.Figure 2 illustrates three key questions: (1) How does intolerance manifest in Islamic religious education textbooks?The textbook includes intolerant content in the form of words (concepts) and sentences (narratives).Intolerant accusations are expressed through sensitive concepts such as disbelief, hypocrisy, shirk, Khilafah, murder, and massacres.Additionally, narratives portraying intolerance include instances where a group of Muslims from a mass organization destroys a liquor store (page 34, grade 8) and burns the Quran (page 14, grade 8) without any accompanying explanations or clarifications.(2) Why does the PAI-BP SMP Kemendikbud textbook contain intolerant concepts and narratives?Several factors contribute to the presence of intolerant concepts and narratives in religious education textbooks, including the carelessness of the writers, reviewers, and editors during the compilation, review, and editing processes.Furthermore, insufficient control over production techniques and publishing processes also plays a role.(3) How can the intolerance problem in the PAI-BP SMP Kemendikbud textbooks be addressed?First, the government should establish regulations for writing PAI-BP textbooks and oversee the entire process from writing to publication.Second, the selection of authors and reviewers must be more rigorous.Third, editors should prioritize readability and understand the meaning conveyed by words and sentences.Fourth, the government should prioritize national interests when selecting publishers, rather than focusing solely on profits.Fifth, religious teachers must be capable of selecting appropriate religious education materials and providing thorough explanations to students.

Materials and design
This research specifically focuses on three aspects related to the textbooks of PAI-BP SMP Kemendikbud.Firstly, it examines the forms of intolerance present in these textbooks.Secondly, it investigates the reasons behind including intolerant content in the textbook.Lastly, it proposes solutions to address the problem of intolerant content in the textbooks.The research is limited to these three areas and does not encompass textbooks published by other publishers.
The textbooks analyzed in this research are designed for junior high school (SMP) students and were published by the Ministry of Education and Culture in two editions, namely, 2017 and 2018.These textbooks were compiled in alignment with the implementation of the 2013 curriculum (K-13).As depicted in Figure 3, the PAI-BP SMP Kemendikbud textbooks consist of three books, with the 2017 edition covering grades 7 and 8, and the 2018 edition catering to grade 9.It is important to note that this research solely focuses on these specific textbooks and their content.However, it should be emphasized that these three books have been mandated as compulsory handbooks for all junior high school students in Indonesia since their publication and continue to be in use.Therefore, any references made regarding intolerance in religious education textbooks within this article are directly related to the content present in these three specific books.This research focuses primarily on the PAI-BP SMP Kemendikbud textbooks, specifically targeting the textbooks for grades 7, 8, and 9 of junior high school.These textbooks were chosen because they serve as the main reference for Indonesian junior high school students studying Islam.Three key factors drove the decision to analyze these textbooks.Firstly, textbooks play a crucial role in shaping students' religious teachings and beliefs, making it essential to examine how narratives of intolerance may undermine these teachings (Khamenei, 2005, p.15).Secondly, textbooks strategically influence students' understanding of diversity through the narratives they present (Negru-Subtirica et al., 2017).It is important to investigate how these textbooks develop students' religious competencies and foster tolerance (Baligadoo, 2014;Chipea et al., 2012;Ghosh et al., 2017).Lastly, as highlighted by Huang (2019) and Cho and Park (2016), textbooks serve as spaces where students are introduced to diverse cultures.Considering these factors, it is evident that research on religious intolerance in religious education textbooks is lacking.Therefore, analyzing textbooks containing narratives of intolerance is crucial, as they can have significant implications for students' understanding, attitudes, and behaviors related to intolerance.By addressing these issues, this research aims to contribute to a better understanding of the impact of intolerance narratives in religious education textbooks.

Data collection and data analysis
This textbook research used content analysis, interviews, and Focus Group Discussion (FGD) methods.Firstly, the content analysis method was utilized to identify and examine the narratives of intolerance in the PAI-BP SMP Kemendikbud textbooks.The findings from the content analysis raised the question of why these narratives of intolerance exist.The authors interviewed two authors, two reviewers, and one editor to address this question.The interviews were conducted online via telephone, recorded, and transcribed verbatim.On average, each interview lasted for an hour.The interviews were conducted sequentially with the authors, reviewers, and an editor.The interviews provided insights into the reasons behind the presence of intolerant content in the textbooks, revealing that the writing of religious education textbooks did not adhere to the Standard Operational Procedures (SOP), which contributed to the phenomenon observed in this research.
Furthermore, solutions to the problem were sought through a Focus Group Discussion (FGD) involving researchers and academics.A total of 13 participants, including four lecturers from public universities, eight lecturers from state Islamic religious universities, and a researcher from the Central Ministry of Religion Research and Development, were invited to participate virtually via a Google meeting forum and WhatsApp group.The FGD aimed to identify solutions to address the narratives of intolerance in Islamic religious education textbooks for junior high schools.
The researchers collected data through three phases.Firstly, they carefully examined the PAI-BP SMP Kemendikbud textbooks for Grades 7, 8, and 9 to identify content that exhibited intolerant nuances.This content was categorized into four groups: words indicating intolerance, words triggering intolerance, multi-interpretable words, and sentences signifying intolerance.Secondly, telephone interviews were conducted with the author and two reviewers (Reviewer 1, focused on pedagogy, and Reviewer 2, focused on content) to gain insights into the reasons behind the presence of narratives of intolerance in the textbooks.Lastly, FGDs were conducted with academics and researchers to generate solutions for addressing the construction of religious intolerance in the textbooks.
The collected data were analyzed using a qualitative approach.In the initial step, data related to the research topic were selected and then reduced to fully relevant data.The data were then categorized into three main groups: forms of concepts and narratives of intolerance in the textbooks, factors triggering intolerance, and solutions for dealing with intolerance in religious textbooks.In the subsequent step, the data were presented in tables according to the research scope, including a table displaying the forms of intolerance in the PAI-BP SMP Kemendikbud textbooks, a table highlighting the factors triggering intolerance, and a table outlining the solutions to the identified problems.The data in the tables were presented in their original format without analysis.In the third step, a concise data description was provided to maintain originality.Finally, the data were interpreted to provide contextual significance.Restatement, description, and interpretation techniques were employed to ensure the continuity of the text, addressing the forms of intolerance in the textbooks, factors triggering intolerance, and solutions to the problems related to intolerant content in the textbooks.

Findings
The research findings align with the statement made by PPIM UIN Jakarta on 11 September 2016, which highlighted that the PAI-BP SMP Kemendikbud textbooks contain narratives that reflect religious teachings and understandings inclined towards intolerance.Intolerant content was identified in the textbooks' words (concepts) and sentences.The majority of intolerance narratives were found in the core material (244 instances) and evaluation questions (28 instances), with additional occurrences in overviews (5 instances), assignments (4 instances), and applications (2 instances).The narratives exhibited intolerance through the use of words or concepts such as kafir (unbeliever), murtad (apostate), musyrik (polytheist), pembunuhan (murder), pembantaian (cruelty), and terror.Furthermore, intolerant narratives were present in sentences, such as the story of the burning of the Quran by a group of people (page 14, grade 8) and a group of people from an Islamic organization conducting a sweep of stalls suspected of selling liquor (page 34, grade 8).These narratives, concepts and sentences, contained elements of intolerance and violence as they lacked in-depth clarification and explanation.
Based on the information provided, Table 1 indicates that markers of intolerance are predominantly found in the core materials of the PAI-BP SMP Kemendikbud textbooks.Specifically, out of the total number of intolerant narratives, the majority (130 out of 161, 47 out of 47, 6 out of 9, and 61 out of 66) are located in the core materials.These core materials contain words with intolerant nuances, including terms like kafir (unbeliever), pembohongan (deceit), and pembunuhan (killing).However, there are also instances of intolerant elements within the assignments section of the textbooks.For example, a passage states, "sekelompok orang . . .melakukan sweeping terhadap warung-warung . . .dan tiba-tiba mereka mengobrak-abrik . . ." (" . . .a group of people. ..swept the restaurants. ..and suddenly they tore apart. ..",Grade 8, 34).This excerpt demonstrates an intolerant narrative within an assignment context.
Another example of intolerance is found in the sentence, "saya tidak habis pikir, mengapa orangorang Islam sangat emosional ketika mengetahui al-Quran dibakar dan dihina oleh orang lain.Bukankah yang dibakar itu hanya kertas . . .lalu mahasiswa membalasnya dengan merobek beberapa halaman buku berisi cerpen milik penulis itu" ("I could not help thinking, why are Muslims so emotional when they learn that the Qur'an has been burned and insulted by others.Are they not only burning paper? . . .And the students answered by tearing the pages of that author's short story collection", Grade 8, 14-15).This example illustrates a narrative that acts as a trigger for conflict.In summary, the analysis indicates that narratives of intolerance are predominantly found in the core materials of the PAI-BP SMP Kemendikbud textbooks, although some instances of intolerance are also present in the assignments section.
Table 2 demonstrates that narratives of intolerance are primarily prevalent in the core material and evaluation sections of the PAI-BP SMP Kemendikbud textbooks.The summaries and assignments sections contain fewer instances of intolerance narratives.The distribution of these narratives shows that words signifying intolerance are the most dominant category, accounting for more than 57% of the occurrences.Sentences signifying intolerance represent the second most prevalent category, comprising more than 23.3% of the occurrences.Words that trigger conflict constitute the third most common category, accounting for over 16.6% of the instances.Multiinterpretable words, on the other hand, are the least prevalent category, making up more than 3.2% of the occurrences.The use of the word "kafir" to refer to adherents of religions other than Islam carries the nuances of intolerance, whereas referring to individuals by their specific religious identities (such as Christian, Hindu, or Buddhist) is more tolerant.For example, the author intends the sentence "a group of people swept the stalls, and suddenly they ransacked them" to illustrate negative behavior.However, the choice of narrative leads to an expression of intolerance.Similarly, the sentence "the case of burning the Quran was rewarded with burning a short story book" aims to portray negative behavior on the part of a Muslim but inadvertently conveys intolerance.Verkuyten and Kollar (Verkuyten & Kollar, 2021) argue that all negative expressions and irrational responses entail intolerance, while García-Castro et al. ( 2020) emphasize that narratives containing prejudice, fanaticism, and resistance exhibit intolerance.These three examples align with Hermawan's findings (Hermawan, 2020) that Islamic religious education textbooks published by the Ministry of Education and Culture have become a medium for propagating teachings of intolerance.

Factors underpinning the narratives of intolerance in the textbooks
The interviews identified three parties as responsible for intolerant nuances in the PAI-BP SMP Kemendikbud textbooks: the author, the reviewers, and the editor.The author plays a crucial role in initiating the textbooks by developing outlines, titles, and book rubrics.They are responsible for the overall content and structure of the textbooks.In the interview, one of the authors (male, 45, 2021) mentioned that he outlined the book, indicating his involvement in creating the content.
The reviewers have the important task of examining the manuscript to determine its suitability for publication.They play a critical role in ensuring that the textbooks meet the necessary standards and do not contain narratives of intolerance.According to Reviewer 1 (male, 56, 2021), the author submits the manuscript to the reviewer, and if the reviewer approves it, the process can continue.This issue highlights the responsibility of the reviewers in assessing the content and providing feedback.
Conversely, the editor focuses primarily on the readability and language aspects of the textbooks.Their role is to review the final version of the textbook before publication.The editor (female, 50, 2021) clarified that her main focus is on presentation and language, indicating that her duties are distinct from those of the author and reviewers.
According to Table 3, the author of the PAI-BP SMP Kemendikbud textbooks plays a dominant role, while the reviewer and editor have relatively less prominent roles.The author is responsible for creating the outline, titles, and rubrics used throughout the textbooks, indicating their significant influence on the content.
On the other hand, the reviewer's role is limited in terms of time and resources.They are given only a few days to review hundreds of pages of text during hotel workshops.Reviewer 2 (male, 54, 2021) asserts, "" . . . the reviewer's work is not final . . .needs to be done at a hotel . . . it is constrained because of funding and time limitations".This time constraint hinders their ability to review the material and validate its contents thoroughly.Reviewer 1 (male, 56, 2021) and Reviewer 2 acknowledged, " . . .our work cannot be optimal due to these time limitations".
The editor, in comparison, has a relatively minor role focused mainly on the readability of the text.Editor (female, 50, 2021) stated, "I do not consider whether this is multi-interpretable.I do not think like that; I think it could be understood differently. . . .you see, it is the reviewer's responsibility".They do not consider the multi-interpretable nature of the content, as they believe it is the responsibility of the reviewers.The laxity in the review and editing process is evident in the historical narrative with intolerant nuances that the editor overlooked since when a historical narrative with intolerant nuances was shown to the editor, he stated, "Oh, yes . . . the language . . . is still too rough . . .that is true".
The poor division of labor among the author, reviewers, and editor contributed to the presence of intolerant nuances in the textbooks.The dominance of the author, the time constraints faced by the reviewers, and the minimal role of the editor all played a part in the issues identified.The author's lack of interaction with the reviewers and the reviewers' limited review time highlight the process imbalance.
Reviewer 1 and Reviewer 2 emphasized the need for a review model that allows them to review drafts at home, providing them with sufficient time.Ideally, the reviewers should have a determinant role, but the current constraints make it impossible.Consequently, the importance of writing, reviewing, and editing the PAI-BP SMP Kemendikbud textbooks for the nation is questioned.These findings shed light on the challenges and limitations within the textbook development process, pointing out areas that need improvement to ensure the production of textbooks free from intolerant narratives and aligned with educational standards.

Potential solutions to the construction of religious intolerance through PAI-BP
The FGD recommended solutions for addressing intolerant narratives in PAI-BP SMP Kemendikbud Textbooks:.First, governments should Implement stricter mechanisms for author, reviewer, editor, and publisher selection through a new law on publication.Moreover, they should actively monitor the selection process of authors, reviewers, editors, and publishers.Government should play a role in selecting authors and reviewers who prioritize tolerance and possess a national mindset alongside competency.One of the interviewees stated, " . . .things would not be difficult for the government if it monitored everything from the beginning."Second, editors and publishers must prioritize the national mindset over commercial interests.Editors must ensure that textbooks are genuinely free of intolerant narratives.To this aim, editors must consider the readability of the text and its connotations and implications.Fourth, high levels of digital literacy and moderate religious ideologies should be promoted among schools and teachers.Finally, teachers should carefully select materials and provide thorough explanations to students.The solutions proposed during the FGD (Focus Group Discussion) are interconnected and mutually reinforcing.By implementing stricter mechanisms and actively monitoring the selection process, the government can ensure that authors, reviewers, editors, and publishers adhere to standards prioritizing tolerance.
According to Table 4, the recommendations from the FGD emphasize the need for collaboration among the government, authors/reviewers, editors/publishers, schools, and teachers to address

Reviewer Editor
Makes the out-line, titles, and rubrics The review process is not final, not optimal, not finished The editing process focuses solely on language and readability Pays little heed to the nuances of the narrative The review process is constrained by time; must be completed at a hotel Does not consider the meaning behind the text Narratives do not come from authoritative sources The review process is understood as a project Not responsible for the content of the text; limited to reviewer and author Revision occurs but is not final The review process is less academic, more bureaucratic Does not focus on the content; only language Does not involve a language editor The reviewer does not consider the nuances of the text Editor works after the reviewer has approved the text Source: Compiled by researchers, 2022.
intolerance in textbooks effectively.Each party has a specific role based on their expertise and responsibilities.With its focus on national policies, the government is best positioned to pass legislation that regulates textbook publication and ensures the monitoring of the process.This issue helps create a framework that promotes tolerance and unity.
Authors and reviewers are responsible for embracing tolerant ideologies and carefully assessing textbooks for their pedagogic, content, and language aspects.Their expertise ensures that textbooks align to promote tolerance and inclusivity.Editors and publishers should possess linguistic competencies and religious tolerance.They play a crucial role in improving the readability of textbooks while identifying and eliminating any intolerant narratives that may be present.
The recommendations from the FGD highlight the importance of involving all stakeholders in the writing and publication of textbooks to reduce intolerance.By working together, the government, authors, reviewers, editors, schools, and teachers can contribute to the realization of interfaith harmony and a more tolerant society.Schools and teachers play a crucial role in cultivating tolerant understandings, attitudes, and behaviors among students.They can actively select textbooks that promote tolerance and inclusivity and effectively explain the content to students in a way that encourages understanding and respect for different beliefs and perspectives.It is also important to ensure that religious teachers embrace a moderate ideology, as they significantly influence students' religious education.Collaboration among all stakeholders is necessary to avoid the inclusion of intolerant narratives that could potentially undermine the nation's unity.These stakeholders can create a more inclusive and harmonious educational environment by working together and fulfilling their respective roles.

Discussion
The study's main finding is that the PAI-BP SMP Kemendikbud textbooks used for teaching Islam in Indonesian junior high schools contain intolerant nuances and hate speech, contradicting the objective of promoting peace and tolerance.Creating these textbooks, including writing, reviewing, and editing, has not been sufficient to ensure the absence of narratives of intolerance.This finding supports the argument that words with negative connotations imply intolerance, as suggested by Verkuyten and Kollar (2021).It also suggests that the presence of intolerant narratives in the textbooks is not coincidental but rather a result of negligence or deliberate efforts to influence students, in line with the views of Khamenei (2005) and previous research on the teaching of intolerance in the classroom (Paterson, 2000;Tomé-Fernández et al., 2019;Yusuf et al., 2020).The prevalence of words and sentences with intolerant nuances in these textbooks highlights how Islamic education conveys intolerance.This finding supports the notion that textbooks can be powerful mediums for teaching intolerance, as argued by Shea and Al-Ahmed (2006).
It should be noted that the study's main finding is based on research conducted by PPIM UIN Jakarta (2017), which examined PAI-BP Kemendikbud textbooks across different levels of education.However, the current article focuses specifically on the PAI-BP SMP Kemendikbud textbooks.Based on these findings, PPIM took the initiative to engage with the government, particularly the Indonesian Ministry of Religion, and recommended that the ministry play a more active role in improving the quality of books and the PAI curriculum in schools throughout Indonesia.
Based on the information provided, it is evident that the reviewers and editor need to do a better job in ensuring the absence of narratives in the PAI-BP SMP Kemendikbud textbooks.The Minister of Religion, Lukman H. Saifuddin, acknowledged the need for an institution to review the published PAI-BP books specifically.However, this review process could not run optimally due to various constraints.
Reviewer 1 (male, 56) and reviewer 2 (male, 54) said, ". ..the review was only once, not optimal after it was finalized, we were no longer involved, suddenly it was published".The editor (female, 50) also said, "I only focus on spelling, writing grammar. ..I focus on the readability aspect of the text; beyond that, it is the responsibility of the author and reviewer".The statements from reviewer 1 and reviewer 2 highlight that the reviewing process was not optimal.They mentioned that the review was only conducted once, and after finalization, they were no longer involved, leaving them unaware of any changes that might have been made before publication.This finding indicates a lack of thoroughness in the reviewing process, as the reviewers could not provide ongoing input and ensure the readiness of the textbooks for publication.The editor's limited focus indicates that the editor's role did not extend to critically examining and addressing the presence of intolerant narratives in the content.
The study concludes that the PAI-BP SMP Kemendikbud textbook writing process needs to be revised from the beginning.Negligence in content selection, poor diction, and conceptualization contribute to the prevalence of intolerance in the text.The sub-optimal reviewing and editing processes further exacerbate this problem.The study emphasizes that the presence of intolerant narratives in textbooks should not be underestimated, as they can spread hatred and contribute to societal fragmentation (Velikonja, 2005).It suggests that the drafting of textbooks should be improved, focusing on aligning them with desired values and orientations.Overall, the study highlights the need for a more rigorous and comprehensive review and editing process to address the issue of intolerance in PAI-BP SMP Kemendikbud textbooks.
The information highlights intolerance within the education system, particularly through textbooks (Russell, 2017;Van der Walt, 2016).Studies have shown that narratives of intolerance in textbooks can contribute to developing intolerant attitudes and behaviors among students, leading to potential future generations becoming increasingly intolerant (Shea & Al-Ahmed, 2006).Surveys conducted by the Wahid Foundation and ELSA (2021) have documented the prevalence of intolerant attitudes and behaviors among students in Indonesia.Media outlets, such as Detik, have also reported on the dissemination of intolerance within schools.Religious education textbooks, which have become mandatory reading materials for students since the enactment of the 2013 curriculum, have been identified as a contributing factor to the spread of intolerance.
The PPIM Jakarta survey further supports the findings, revealing that many students hold radical opinions and internal and external intolerant views.These findings are alarming and highlight the dangers posed to the education system in Indonesia.While studies on intolerance in various contexts have been conducted, research specifically focusing on intolerance within textbooks, its contributing factors, and potential solutions has been limited.This article fills a crucial gap in understanding intolerance by demonstrating the presence of intolerant nuances in religious education textbooks.If left unaddressed, this issue can give rise to prejudice, suspicion (García-Castro et al., 2020;Gebregeorgis, 2017;Khusnutdinova et al., 2018;Pingel, 2010), and potential conflicts within society (Mitchell et al., 2013;Norr et al., 2014;Unstad & Fjørtoft, 2021).
The strategic role of textbooks in shaping students' understandings, attitudes, and behaviors is emphasized, as they play a significant role in cultivating certain ideologies and beliefs (Alhashmi et al., 2020;Chappell, 2010;Fredman, 2020;Huang, 2019;Zamir, 2017).Overall, the information provided underscores the urgent need to address the issue of intolerance within textbooks and its potential consequences for society.
The study's results emphasize the need for a thorough and professional review of textbooks used in Indonesian schools.All stakeholders must recognize that textbooks significantly shape students' attitudes and behaviors, particularly in fostering tolerance (Baligadoo, 2014;Ghosh et al., 2017).Therefore, the findings can serve as a basis for a comprehensive evaluation of school religious education textbooks.
Reviewers and editors must consider various aspects of textbooks, including quality, content, and presentation (Mahmood, 2009;Nabi & Iqbal, 2018).The readability and understandability of the texts are essential, and they should contain moral teachings that promote peace and harmony.Therefore, writing textbooks should be approached with seriousness and caution.It is recommended that competent and diverse stakeholders participate in their preparation to ensure that textbooks promote tolerance instead of intolerance (Sametovа, 2021).Authors should exercise caution when selecting themes and narratives, ensuring they align with the values of tolerance.Reviewers who primarily focus on content and pedagogic issues should also consider psycholinguistic factors.By involving psycholinguists, a deeper understanding of the contextual meaning of words and sentences can be achieved, allowing for the identification of intolerant nuances.
The involvement of experts from diverse backgrounds, including religious leaders and policymakers, is crucial throughout the entire textbook preparation process.Their expertise, adapted to the scope of Islamic religious education, can contribute to developing textbooks that better reflect Indonesia's pluralistic context.In conclusion, the study emphasizes the importance of a serious and professional review of textbooks, involving diverse stakeholders and considering psycholinguistic factors.By doing so, textbooks can be improved to teach tolerance and promote Indonesia's pluralistic values effectively.The findings contribute to the curriculum development of religious education in Indonesia.

Conclusion
The study highlights the presence of intolerant nuances in the PAI-BP SMP Kemendikbud textbooks used for religious education, indicating negligence and a failure to incorporate tolerant perspectives during the drafting process.This finding is concerning, considering the impact of education on character development and the current state of the younger generation.The study emphasizes the need to critically evaluate textbooks, recognizing them as repositories of knowledge, values, and texts that require scrutiny.By critically analyzing textbooks, the risks faced by students can be identified, and efforts can be made to improve the quality of the education system over time.This critical analysis also aligns with the education system's broader goal to shape students' morality and national identity.
However, the study acknowledges its limitations regarding data sources and analytical units.It focuses solely on the textbooks used for Islamic education at the junior high school level, and further research is necessary to explore the values embedded in texts at other educational levels.Additionally, while content analysis has been employed, future research using critical discourse and narrative analysis would provide a more comprehensive understanding of the intolerant nuances in textbooks.The study recommends conducting further research at different educational levels using critical discourse and narrative analysis to understand intolerance within the education system better.

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Figure 2. Concept forms and narratives of intolerance in textbooks of PAI-BP SMP Kemendikbud, the triggering factors, and solutions.