Abstract
Designing a context problem becomes one choice for teachers and it is adapted according students’ familiar situations in order students understand fraction concept. However, there is a need to support teachers or teacher students in designing a good context problem. Some learning sources that can be used are video and course manual. This article describes teacher students learning process in designing fraction problem using Palembang contexts and how their students work with the context. This study is a qualitative research type descriptive study and involved 21 Master students who joined PMRI course in even semester 2017/2018 academic year. Data is collected through students’ worksheet, observation, and interview. The result showed that teacher students figured out the criterias of a good context from fraction based context problems given, tried to adapt it into Palembang context and designed fraction based context problem using Palembang context such as pempek lenjer, martabak, and kojo cake which looked like similar with fraction based context problem given in course manual and short videos.
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