<![CDATA[Geometry material, especially triangle similarity, often poses a challenge for students. This is evident in the low scores students achieve in solving contextual problems in this material. Students often make mistakes in solving contextual problems, and solutions need to be provided. This study aims to describe the types of errors made by students in solving contextual problems on the subject of triangle similarity, the provision of scaffolding to reduce errors, and the improvement in student performance after scaffolding was provided. This study is a qualitative descriptive study conducted at one of the state junior high schools in Surabaya. The research subjects were three eighth-grade students with the most and varied errors. Data collection techniques were carried out by administering stage I test questions, conducting interviews and scaffolding, and administering stage II test questions. Data analysis techniques were carried out based on test results adjusted to student error indicators. The results showed that students made conceptual, procedural, and technical errors. The forms of scaffolding provided to reduce conceptual errors were explaining, reviewing, and developing conceptual thinking. The forms of scaffolding provided to reduce procedural errors were reviewing and restructuring. The form of scaffolding provided to reduce technical errors was reviewing. The results of the second stage test showed that there was a reduction in errors in solving contextual problems compared to the first stage test. Thus, it can be concluded that the effective application of scaffolding can improve students' performance in solving these contextual problems.]]>
