Abstract
The involvement of contextual phenomena in learning affects to quality of student learning process. This research aims to see the ability of UM FPS participant in developing contextual phenomena in dynamic fluid learning. The presence of contextual learning requires serious effort from teacher in planning, empowering them during the learning process, and reflecting after learn. This research will be reviewed from three aspects, they are ability to support, the ability to implement, and the ability to reflect on contextual phenomena in dynamic fluid learning. This research uses ex-post-facto research and a descriptive-quantitative approach. The population of this study was FPS participant physics teacher candidates. The research data were collected by filling out an online questionnaires, and assessment of RPP and learning video that were assessed by the assessment team using product assessment instruments, and then structured interview guide to clarify data. The result is the activity of planning is the best among other activities. The results showed that the ability to plan contextual phenomena was quite good, while empowering the contextual phenomena of learning still not good and reflecting on it cannot be proven by reflection sheets.
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