This research emphasizes an in-depth exploration of students' learning experiences using board games on sequences and series, highlighting the visual and interactivity aspects. Data were collected qualitatively through observation, interviews, reflection, and visual documentation, then analyzed phenomenologically to uncover the essence of students' experiences. Data flow visualizations and analysis tables were used to clarify the research process and results.

RESULTS AND DISCUSSION

This section presents the results and discussion of the phenomenological research on junior high school students' experiences using innovative board games to learn about sequences and series.

4.1. Exploring Visual Aspects of Board Games in Learning Sequences and Series

The visual design of board games has proven to be a key factor in attracting attention and increasing student engagement. The rich visualizations of color, icons, and illustrations on the game board and problem cards facilitate students' concrete understanding of sequence and series patterns. This finding aligns with the research by Najah & Afifah (2022), which showed that visual media in the "Magic Shop" board game can reduce boredom and increase interest in learning mathematics. Good visualization also facilitates concept mapping, allowing students to associate symbols or images with the formulas and sequence patterns being studied. A study by Sari et al. (2021) confirmed that the use of interactive visual media in mathematics learning improves retention and transfer of knowledge to real-world situations.