This study seeks to investigate the place of the components of the jihadi education in first-grade junior high school textbooks. The statistical population of the study is all 42 textbooks of the first-grade junior high school in the academic year 2019-2020. Since the volume and content analysis of these textbooks were wide and extensive, from three grades three textbooks entitled Farsi, three textbooks entitled Payamhaye Asemani, and three textbooks entitled Motaleʻat Ejtemaʻi were selected as a sample for content analysis. The research method was content analysis through Shannon entropy method, in which the parts of analysis were all the pages of these textbooks (including texts, questions, activities, and images). The tools of this study are the content analysis forms, including two individual and social dimensions for jihadi education. According to the findings, the highest coefficient of importance (95%) in the textbooks Motaleʻat Ejtemaʻi is related to the component of ‘conscientiousness’ in the individual dimension, and the lowest coefficient of importance (0%) in all three textbooks is related to the component of ‘the spirit of hope in a society’ in the social dimension. The assessment of attention to the components of jihadi education showed that, in the content of the textbooks Farsi, Payamhaye Asemani and Motaleʻat Ejtemaʻi of the first-grade junior high school, relatively good attention has been paid to the components of jihadi education, but no balanced and comprehensive attention has been paid to the components of jihadi education in the contents of these textbooks.