<![CDATA[This study aims to analyze the types of mathematical errors made by students in solving Banten culture-based mathematical literacy problems on algebra material using Newman Error Analysis (NEA), and to provide appropriate Scaffolding to help correct these errors. This study was motivated by the problem of students' low ability to solve contextual mathematical literacy problems. The approach used was qualitative with a case study method. The subjects of the study were 36 students of grade VIII of SMP Al-Wildan Islamic School 7 Serang. Data were collected through mathematical literacy tests and in-depth interviews with students who made errors, where interviews were conducted with two subjects for each type of error using the constant comparison method. The results showed that transformation errors and errors in writing the final answer were the most dominant types of errors. Scaffolding provided in stages through keyword identification, mathematical model preparation, and answer checking proved effective in helping students. This study emphasizes the importance of teachers' ability to analyze student errors appropriately and provide adaptive Scaffolding so that mathematical literacy learning objectives are achieved optimally.]]>
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