<![CDATA[This study aims to identify CT assessment methods in mathematics education and analyze their advantages and limitations through a Systematic Literature Review (SLR) approach. Using the PRISMA guidelines, this study analyzed 13 articles published between 2018 to 2025 from national and international databases. The results show that CT assessment methods in Indonesia include the Bebras Task instrument, CT indicator-based essay tests, a combination of written tests and interviews, and technology-based digital instruments. The Bebras Task is able to measure CT components comprehensively but requires high abstraction skills. Descriptive tests can assess deep thinking processes but require long analysis times and are susceptible to the influence of students' basic mathematical abilities. Combination methods produce richer data but are difficult to standardize with limited generalizability. Digital instruments offer ease of access but depend on the availability of technological infrastructure. Findings indicate that no single assessment method is most effective, so instrument selection must be tailored to measurement objectives, learning context, and resource availability.]]>
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