<![CDATA[Physics learning requires students not only to understand concepts but also to develop mathematical representation and collaboration skills; however, conventional instruction struggles to foster these competencies. This study aimed to develop and evaluate a gamification-integrated Student Teams Achievement Division (STAD)-based physics e-worksheet on work and energy for feasibility, practicality, and effectiveness in improving high school students’ mathematical representation and collaboration skills. The study used a Research and Development approach based on the ADDIE model, followed by a quasi-experimental pretest-posttest design involving 108 Grade X students divided into one experimental class and two control classes. Data were collected using expert validation sheets, student response questionnaires, a mathematical representation test, and a collaboration skills questionnaire. Product feasibility and practicality were analyzed using the Method of Successive Intervals and Ideal Standard Deviation criteria; content validity was assessed using Aiken’s V; and effectiveness was examined using a General Linear Model Repeated Measures MANOVA with Bonferroni post hoc comparisons and partial eta squared. The e-worksheet was categorized as feasible based on material and media validation scores of 42.48 and 37.84, respectively, and practical based on a student response score of 23.81. The intervention produced a very large effect on mathematical representation (partial η² = 0.741) and a moderate effect on collaboration skills (partial η² = 0.108). This study's novelty lies in embedding gamification elements within STAD stages through structured digital representation tasks. The findings indicate that this integrated e-worksheet is particularly effective for strengthening mathematical representation while also supporting collaborative learning, contributing an empirically tested instructional design for secondary physics education.]]>
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