This study explores critical thinking skills and ethnochemistry-based learning experiences in chemistry education students. A total of 200 students' (70 men and 130 women) were selected as the sample with the cluster random sampling technique. The research design was a cross-sectional survey. The data collection instrument on critical thinking skills utilized was the Oliver Hoyo rubric (OHCRT). Meanwhile, ethnochemistry-based learning experience data were collected through a CAEQ (chemistry attitudes and experiences questionnaire based on ethnochemistry) questionnaire. The quantitative data were analyzed by the MANOVA test at a significance level of .05. At the same time, interview data were examined using the Patton technique. This study resulted: 1) the CTS and ELE levels of chemistry education students were higher in female and freshman grades, and 2) there were differences in CTS and ELE based on Gender. In which, the interview data strengthen the survey findings since female students have higher CTS abilities and have more positive attitudes towards implementing ethnochemistry-based learning.

Index Terms- critical thinking skills, ethnochemistry-based learning experience, gender differences, chemistry education students.