Hypertension in pregnancy is one of the leading causes of maternal mortality, with a global prevalence of 5–10% (Khedagi & Bello, 2021). This study aims to analyze the effect of reproductive status—maternal age, gravidity, and parity—on the incidence of hypertension in pregnancy at Prof. Dr. Chairuddin P. Lubis Educational Hospital, Medan. A case-control design was employed with 96 respondents, consisting of 48 cases and 48 controls. Bivariate analysis revealed that pregnant women aged ?35 years have a 2.839-fold higher risk of developing hypertension compared to those aged <35 years (OR=2.839; 95% CI: 1.123–7.177; p=0.027). First pregnancy (primigravida) increases the risk by 2.742 times compared to multigravida (OR=2.742; 95% CI: 1.047–7.178; p=0.040), while nulliparous women have a 2.714-fold higher risk compared to those who have given birth (OR=2.714; 95% CI: 1.101–6.693; p=0.030). Multivariate analysis identified maternal age ?35 years and nulliparity as the most significant predictors (p=0.005). These findings align with studies by Wiranto & Putriningtyas (2021), Hinkosa et al. (2020), and Luo et al. (2020), which confirmed that advanced maternal age and nulliparity increase the risk of pregnancy complications. The novelty of this research lies in integrating all three reproductive status factors as simultaneous predictors of hypertension risk, providing a new perspective compared to previous studies focused on single variables. Based on these findings, early detection and targeted health education for high-risk mothers are strongly recommended.

This meta-analysis evaluates the effectiveness of community-based interventions in addressing complex trauma among children in Gaza through a systematic analysis of 42 studies (N=4,873) published between 2010 and 2024. The findings reveal a significant treatment effect (g=0.78, 95% CI [0.65, 0.91], p<.001) with moderate heterogeneity (I²=68%). School-based interventions demonstrate the greatest effect (g=0.89), followed by family interventions (g=0.76) and peer-group interventions (g=0.65). Furthermore, protocol-based treatment significantly reduces PTSD symptoms (42.3%), anxiety (38.7%), and depression (35.2%) among children in Gaza. Moderator analysis identifies intervention duration (?=0.34, p<.01) and family involvement (?=0.29, p<.01) as significant predictors of successful treatment outcomes for complex trauma. Lastly, meta-regression results indicate a linear relationship between intervention intensity and symptom improvement (R²=0.45, p<.001). These findings expand on previous research by Thompson et al. (2021) and Al-Krenawi (2022) by identifying specific effective intervention components within the Gaza context. Additionally, the discovery that a phased approach integrating community support with protocol-based treatment yields optimal outcomes presents a novel contribution not previously addressed in meta-analyses.

Using a mixed-method approach, This study examines emotional support for Quranic memorization students (santri tahfidz) in Islamic boarding schools (pesantren). Quantitative analysis of 515 santri tahfidz revealed high levels of emotional support (M = 3.74, SD = 0.68) with two primary dimensions: reliable relationships (74.96%) and trusted guidance (75.17%). Multiple regression analysis uncovered a significant relationship between emotional support and Quranic memorization achievement (? = 0.42, p < .001, R² = 0.18). A meta-analysis of 28 studies (N = 3,627) confirmed a positive correlation between emotional support and students' psychological well-being (r = 0.39, 95% CI [0.34, 0.44]). MANOVA results indicated significant differences in santri tahfidz's perceptions of emotional support based on gender (Wilks' ? = .97, F(2, 512) = 7.85, p < .001, partial ?² = .03) and age (Wilks' ? = .95, F(4, 1022) = 6.73, p < .001, partial ?² = .03). These findings extend previous research by Hasfi (2018) and Vista (2018) by identifying the specific roles of teacher support (? = 0.31, p < .01) and peer support (? = 0.28, p < .01) in enhancing student resilience. Furthermore, this study contributes to a more comprehensive understanding of emotional support dynamics in pesantren tahfidz education, integrating Bronfenbrenner's (1979) ecological perspective and Deci and Ryan's (2000) self-determination theory. Finally in a practical context, the researcher evaluates this study has implications for the development of more structured and efficient emotional support intervention programs in tahfidz pesantren.