<![CDATA[Kesalahan dalam pembentukan konsep matematika sering dilakukan oleh siswa. Diperlukan bantuan berupa scaffolding untuk mengatasi permasalahan tersebut. Penelitian dengan metode kualitatif deskriptif ini bertujuan menganalisis kesalahan siswa dalam mengkonstruksi konsep bangun datar dengan pemberian scaffolding. Subjek penelitian yaitu empat siswa kelas VII salah satu SMP di Jembe, yang dipilih dengan teknik purposive sampling. Subjek tersebut mempunyai kriteria melakukan banyak kesalahan dan memiliki keterampilan komunikasi lisan yang baik. Instrumen penelitian berbentuk soal tes. Teknis analisis data dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan scaffolding conceptual development sesuai untuk mengatasi kesalahan konstruksi konsep pada indikator pseudo contruction "Benar" pseudo contruction “Salah”. Scaffolding explaning tepat untuk indikator lubang konstruksi dan Mis-analogical Construction, sedangkan scaffolding reviewing tepat untuk indikator mis-logical contruction. Hasil pemberian scaffolding tersebut menunjukkan bahwa penerapan scaffolding yang sesuai dapat memperbaiki kesalahan kontruksi konsep yang dilakukaan oleh peserta didik. Mistakes in forming mathematical concepts are often made by students. Assistance in the form of scaffolding is needed to overcome this problem. This research using a descriptive qualitative method aims to analyze students' errors in constructing the concept of flat shapes by providing scaffolding. The research subjects were four class VII students from one of the junior high schools in Jembe, who were selected using a purposive sampling technique. This subject has the criteria of making many mistakes and having good oral communication skills. The research instrument is in the form of test questions. Technical data analysis is carried out by data reduction, data presentation, and drawing conclusions. The research results show that scaffolding conceptual development is suitable for overcoming conceptual construction errors in the "Correct" pseudo construction and "Incorrect" pseudo construction indicators. Scaffolding explaning is appropriate for construction hole indicators and Mis-analogical Construction. Meanwhile, scaffolding reviewing is appropriate for indicators of mis-logical construction. The results of providing scaffolding show that applying appropriate scaffolding can correct concept construction errors made by students.]]>
