<![CDATA[To support school decision-making under limited resources, this study applies the Analytic Network Process (ANP) to map interrelationships and produce an evidence-based priority order of the most influential disciplinary aspects by: (i) determining relevant disciplinary aspects grounded in Islamic elementary-school practice and character education; (ii) analyzing interrelationships and mutual influence among aspects in a network structure; and (iii) calculating relative priority weights and a final ranking using ANP pairwise comparisons and super-matrix synthesis. A staged ANP procedure was used: problem identification; literature review; identification of aspects (clusters and sub-criteria); expert validation; construction of the ANP network (Educator, Methods, Materials, Facilities); expert pairwise comparisons using Saaty’s 1–9 scale; consistency testing via CR; super-matrix synthesis; and final priority ranking with interpretation for school recommendations. The four main aspects' global priorities were: Educator (0.39), Methods (0.24), Materials (0.20), and Facilities (0.15). Within clusters, key local priorities included: Educator—Parents (0.51), Teachers (0.29), Society/community (0.18); Methods—Role modelling (0.34), Habituation (0.27); Materials—Religious–moral content (0.48); Facilities—School uniform (0.37). Disciplinary attitude outcomes were prioritized as Obedient (0.33), Responsible (0.27), Respectful and polite (0.21), and Not-bullying (0.11). Disciplinary behaviour in private Islamic elementary schools is best represented as an interdependent system shaped primarily by educator-related factors and enacted through modelling and habituation, reinforced by moral content and supportive environments. The ANP-based ranking provides a validated priority framework to guide strategic interventions aligned with Islamic character-education goals.]]>
Copyrights © 2026
