This study aims to investigate the effect of using Minecraft on Year 5 pupils' higher-order thinking skills (HOTS) in fractional problems-solving. A quasi-experimental pretest and posttest non-equivalent groups design was used. The study sample involved 65 Year 5 pupils from two intact classes which consists of 31 pupils as the treatment group and the other 34 pupils as the control group. Minecraft was used as the intervention in the teaching and learning of fractions in the treatment group. The research data was collected through the administration of pretest and posttest while the data was analyzed using paired sample t-test and independent sample t-test. The research resulted in several findings. Among them is the significant difference in the ability to solve fractional problems which requires the use of HOTS between pupils who were exposed to the teaching and learning of fractions using Minecraft and pupils who were exposed to the teaching and learning of fractions using conventional methods. This study has proven that the use of Minecraft in the teaching and learning of fractions has the potential to facilitate and enhance pupils' level of HOTS.