4.5. Reflection, Challenges, and Long-Term Impact

Student and teacher reflections revealed that board games provided a fun learning experience, built self-confidence, and strengthened collaboration. However, challenges faced included time constraints, adaptation to game rules, and the need for varied questions. Research by Najah & Afifah (2022) also noted similar challenges, such as limited sample size and implementation time. The expected long-term impact is the creation of a more inclusive, creative, and adaptive learning environment to student needs. Studies by Pratama et al. (2023) and Setiawan et al. (2024) confirmed that innovative game-based learning media can sustainably improve students' mathematical literacy and soft skills.

Overall, the results of this study confirm that innovative board game media with high visual design and interactivity can increase motivation, engagement, and understanding of sequence and series concepts in junior high school students. These findings are supported by various recent empirical studies and attached files, and provide recommendations for the development of similar media for other mathematics topics. Implementation challenges can be overcome with careful time planning and content adaptation to students' needs. This innovation has the potential to create a learning experience that is fun, effective, and relevant to students' real lives.

# CONCLUSION

Based on the results of a phenomenological study analyzing junior high school students' experiences using board games to learn about sequences and series, it can be concluded that the integration of visual aspects and interactivity in game-based learning media has a significant positive impact on the mathematics learning process. The engaging visual design and interactive elements of board games have been shown to increase student enthusiasm, engagement, and motivation during learning. Students not only became more active in group discussions but also demonstrated a more meaningful understanding of sequence and series concepts and were able to relate mathematical material to real-world situations through playful experiences. These findings confirm that innovative learning media that prioritize visualization and interactivity can overcome the challenges of conventional learning, which tends to be monotonous and lacks context, and create learning experiences that are enjoyable, effective, and relevant to the needs of today's students.

Based on these research findings, it is recommended that educators and learning media developers begin integrating board games or other game-based media that emphasize visual aspects and interactivity into mathematics learning, particularly for abstract materials such as sequences and series. Teachers can utilize board games as an alternative or complement to conventional learning methods to increase student motivation, active participation, and conceptual understanding. Furthermore, the development of similar board games can be expanded to other mathematics topics or different levels of education to broaden the positive impact of this innovation. Further research is also recommended to further explore students' experiences using a phenomenological approach in various learning contexts, as well as to test the effectiveness of board games over a longer period of time and with a larger number of participants. Thus, innovative game-based learning media can continue to be developed as a creative solution to improve the quality of mathematics education in the digital era.

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