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Existing approaches often fail to establish a clear priority order for strategic intervention. This study identifies, models, and prioritizes disciplinary aspects using the Analytic Network Process (ANP) to capture feedback and interdependencies through pairwise comparisons and super-matrix synthesis. 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However, existing approaches often identify disciplinary factors without establishing a clear priority order for strategic intervention. This study aims to identify, model, and prioritize the aspects of disciplinary behaviour that should receive greater attention in private Islamic elementary schools. The study employed the Analytic Network Process (ANP) to capture interdependencies and feedback among disciplinary aspects and to derive their relative priority weights through pairwise comparisonsand super-matrix synthesis. The analysis involved four main clusters: Educator, Methods, Materials, and Facilities, together with disciplinary attitude outcomes. The results indicate that Educator was the most influential cluster, with a global priority weight of 0.39, followed by Methods (0.24), Materials (0.20), and Facilities (0.15). At the sub-criterion level, Parents (0.51), Teachers (0.29), Religious–moral Content (0.48), and Role Modelling (0.34) emerged as among the most influential elements. The priority outcomes were Obedient (0.33), Responsible (0.27), Respectful and Polite (0.21), and Not-Bullying (0.11). These findings indicate that disciplinary behaviour is primarily shaped by educator-related and value-based factors, particularly parental involvement, teacher influence, moral instruction, and role modelling. The study contributes an ANP-based priority framework that can support evidence-based intervention planning, resource allocation, and character-education strategies in private Islamic elementary schools. |  |\n|  | | This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) |\n|  | How to cite: Andriana, N., Mujahidin, E., & Goeritno, A. (2026). Prioritizing Aspects of Disciplinary Behaviour in Private Islamic Elementary Schools Using Analytic Network Process (ANP). International Journal of Educational Review, Law And Social Sciences (IJERLAS), 6(3), 351–364. [https://doi.org/10.54443/ijerlas.v6i3.5435](https://doi.org/10.54443/ijerlas.v6i3.5435) |  |\n\nIntroduction  \nPrioritizing aspects involves a structured process of deciding what is most important by assessing urgency and importance (SPS, 2023) and weighing expected impact against required effort Tristancho (2024) . Disciplinary behavior is a key element of elementary education because it supports effective instruction and is closely associated with school and classroom conditions that reduce problem behaviorsand promote student success (IES, 2008; NASP, 2020; Wang & Degol, 2016) . It’s also supporting the development of students’ self-regulation, social responsibility, and engagement in learning activities (Lickona, 1991; Bear, 2010; Paul, 2011) . Clear behavioral expectations, fairness, and supportive teacher– student relationships have been shown to reduce disruptive behavior and promote positive conduct (Setyowati, 2019; Worlds Bank, 2023). In private Islamic elementary schools, discipline also carries a moral– religious dimension, being integrated into character educ","cbCaidpHf2b6Cpfi","https://ap.wps.com/l/cbCaidpHf2b6Cpfi","pdf",456818,"English","# ABSTRACT\n# Introduction\n## Rationale for prioritizing discipline in Islamic elementary schools\n## Need for an interdependence-focused method","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To identify, model, and prioritize the aspects of disciplinary behaviour that deserve greater attention in private Islamic elementary schools.\"},{\"question\":\"Which method did the study use to derive priorities?\",\"answer\":\"The study used the Analytic Network Process (ANP) to capture interdependencies and feedback among disciplinary aspects, producing relative priority weights via pairwise comparisons and super-matrix synthesis.\"},{\"question\":\"What factors were found to have the highest priority?\",\"answer\":\"The Educator cluster was most influential (0.39), followed by Methods (0.24), Materials (0.20), and Facilities (0.15), with Parents, Religious–moral Content, and Role Modelling among the top sub-criteria.\"}]","Prioritizing Aspects of Disciplinary Behaviour in Private Islamic Elementary Schools Using Analytic Network Process (ANP) | PDF",1789164951]