This study aims to explore the effect of providing scaffolding on the ability to construct proofs of abstract algebra problems. This research is a mixed method, firstly providing learning treatment with a scaffolding approach then testing, secondly conducting qualitative exploration. The research subjects were 64 mathematics education students taking algebraic structures courses. Exploration in constructing proof is studied based on stages, including the entry, attack, and review stages. At the entry stage, students with high abilities fulfilled the know, want, and introduce aspects and understand the group problems well. At attack stage, the student fulfilling the try, maybe, and why aspects, prove the conjecture, and convince the truth of the proof well. At review stage, it meets the check and reflect aspects. Students with low abilities can meet the know, want, and introduce aspects well. At the attack stage, it fulfills the try, maybe, and why aspects, but less able to propose a conjecture and convince the correctness of proof. At the review stage, it fulfills the aspects of check and reflect, but is not sure about the truth. Providing scaffolding has a positive effect on the process of constructing proofs of abstract algebra problems.