Abstrak: Penelitian ini bertujuan mendeskripsikan pemberian scaffolding dalam membantu siswa menggambar grafik fungsi kuadrat. Subjek adalah IM, RS, dan AM siswa SMA yang sudah belajar tetapi mengalami masalah dalam menggambar grafik fungsi kuadrat. IM cenderung melakukan kesalahan konseptual tentang posisi titik dan operasi bilangan. RS cenderung melakukan kesalahan prosedural dalam menentukan titik koordinat, operasi bilangan dan menggambar grafik fungsi. AM melakukan kesalahan konseptual dan prosedural cukup berimbang tentang koefisien, konstanta, determinan, operasi bilangan, posisi titik dan menggambar grafik. Setelah pemberian scaffolding yang sesuai dengan kesalahannya, ketiga subjek memahami konsep kemudian dapat menggambar grafik fungsi kuadrat dengan benar.Abstract:  This study aims to describe the provision of scaffolding in helping students draw graphs of quadratic functions. Subjects are IM, RS, AM, high school students who have studied but are having problems in drawing the graph of quadratic functions. IM tends to make conceptual mistakes about point position and number operations. RS tends to make procedural errors in determining coordinate points, number operations and drawing function graphs. AM made conceptual and procedural errors quite balanced about the coefficients, constants, determinants, number operations, point positions and drawing graphs. After the appropriate scaffolding of the error, the three subjects understand the concept then can draw the graph of quadratic function correctly.