The population of this study was FPS participant physics teacher candidates.
This research uses ex-post-facto research and a descriptive-quantitative approach. 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. The presence of contextual learning requires serious effort from teacher in planning, empowering them during the learning process, and reflecting after learn.
This research aims to see the ability of UM FPS participant in developing contextual phenomena in dynamic fluid learning. The involvement of contextual phenomena in learning affects to quality of student learning process.
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