This flowchart illustrates the interaction process of students starting from taking question cards, discussing, answering, to reflecting. Each stage demands active participation and collaboration.

4.3. Student Motivation and Perceptions of Learning Sequences and Series

Student learning motivation increased significantly after using board games. Students felt learning was more enjoyable, less monotonous, and challenging. This positive perception was reflected in the results of in-depth interviews, where students expressed greater confidence and enthusiasm in solving sequence and series problems. This finding is consistent with empirical research by Rahmawati et al. (2022), which showed that game-based learning increases intrinsic motivation and positive perceptions of mathematics. Board games also provide space for students to learn from mistakes constructively, thus fostering a growth mindset.

4.4. Conceptual Understanding and Transfer to Real-Life Situations

Board games not only increase motivation but also deepen understanding of the concepts of sequences and series. Students are able to associate patterns in the game with mathematical formulas and apply them to contextual problems, such as calculating savings, population growth, or geometric patterns. Student reflections indicate that the gaming experience facilitates their understanding of mathematical abstractions more concretely. Studies by Najah & Afifah (2022) and Sari et al. (2021) support these findings, stating that game-based learning media are effective in enhancing knowledge transfer to real-life situations. Research by Setiawan et al. (2024) also confirms that visual and interactive board games strengthen understanding of mathematical concepts and applications in everyday life.