<![CDATA[This study aims to analyze the impact of the Contextual Teaching and Learning (CTL) strategy on students' High Order Thinking Skills (HOTS) in mathematics learning in fifth-grade students at MI Nahdatussibyan, Barito Kuala. The study is motivated by the low-level thinking skills of students, reflected in their difficulty solving mathematics problems that require analysis, synthesis, and evaluation. To address this, CTL was implemented to connect mathematics learning with real-life contexts. This research employed a quasi-experimental method with a one-group pretest-posttest design. The subjects were 30 fifth-grade students at MI Nahdatussibyan. Data were collected through HOTS tests administered before and after the CTL intervention. The data were analyzed using a t-test to determine the significance of the difference between pretest and posttest scores. The results showed a significant increase in students' HOTS. The average HOTS score increased from 65 on the pretest to 85 on the posttest. Improvements were observed in the three main HOTS aspects: analysis, synthesis, and evaluation. These findings demonstrate that the CTL strategy effectively enhances students' active engagement in learning and improves their higher-order thinking skills]]>
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