Mathematical literacy skills and mathematical connections are essential aspects in the development of a deep understanding of mathematical concepts. This study aims to investigate the effect of the application of the Contextual Teaching and Learning (CTL) approach assisted by Articulate Storyline on mathematical literacy skills and mathematical connections in the context of mathematics learning. An experimental method with a pretest-posttest control group design was used in this study. The population in this study was all grade VII students of SMP Negeri 11 Kota Cilegon. Samples were taken using purposive sampling techniques so that the samples obtained were class VII-A students as a control class and class VII-B as an experimental class with 35 students in each class. The data collection technique uses 6 items of essay tests, mathematical literacy skills, and mathematical connections. The data were analyzed by data normality test, data homogeneity, t-test, as well as quantitative descriptive analysis.Results were obtained (1) paired sample t-test in the experimental class and control class respectively obtained tcalculate values < ttable 0.076 < 0.05 so that H0 was accepted and H1 was rejected. (2) Independent sample t-test in experimental class and control class obtained tcalculate values < ttable 0.000 < 0.05 so that H0 was rejected and H1 was accepted. The conclusions of this study are: (1) There is no difference in students' mathematical literacy skills and mathematical connections before learning in experimental and control classes. (2) The mathematical literacy ability of students given the Contextual Teaching and Learning (CTL) approach assisted by Articulate Storyline is better than the conventional learning model. (3) The mathematical connection ability of students given the Contextual Teaching and Learning (CTL) approach assisted by Articulate Storyline is better than conventional learning models.