Scaffolding Technique in Teaching Algebraic Calculation Operation Concepts for Junior High School Students with Diverse Emotional Intelligence

Mathematics is one of the sciences that plays a role in the development of the educational process. It is considered as an essential subject. In mathematics, prerequisite concepts are the foundation for understanding subsequent topics or concepts. This study aims to examine whether there is an influence of scaffolding usage on student errors at SMPN 1 Saradan in class VIII D in the algebraic calculation operation material with various emotional intelligence. Sampling was done using random sampling technique. The participants were 3 students from class VIII D. This study uses one independent variable, which is the use of scaffolding (X), and one dependent variable, which is student errors (Y). The data used in this study are questionnaires with 30 respondents, pre-test and post-test, and interviews. This research uses quantitative descriptive method. The data analysis technique used in this study is the paired sample t-test analysis. The results of this study revealed a significance value (Sign.) of 0.012, which means it is lesser than 0.05. Therefore, it can be concluded that H0 is rejected, and H1 is accepted, indicating a significant influence between scaffolding usage (X) and student errors (Y). It is also supported by the results of student responses on the pre-test and post-test, indicating changes in the high, moderate, and low emotional intelligence categories. From the Newman error stages, this may indicate that the training or intervention provided has an impact on students’ understanding and development of emotional intelligence.