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Pedagogical knowledge of prospective mathematics teachers is very important to be mastered, but still students of prospective teachers are still low in relation to the tightening. In addition, prospective teacher students are rarely trained to develop reflective thinking skills. Reflective thinking is very important to sharpen critical thinking skills and other high-level thinking skills. Scaffolding is assistance given to someone and if the person has been able to help it is gradually reduced. Thus teaching materials are needed to develop the ability of reflective thinking for pedagogical knowledge. This study aims to look at the effectiveness of Scaffolding interactive teaching materials in the ability of reflective thinking on pedagogical knowledge of prospective mathematics teachers. This research method is quasi-experimental with noneqivalent pretest-postest control group design. This study uses 2 classes which are given interactive Scaffolding teaching materials and the other classes apply ordinary teaching materials but are guided by scaffolding. The instruments used were tests, questionnaires, and interviews. The conclusion of this study is that the reflective ability associated with pedagogical knowledge provided by Scaffolding interactive teaching materials is better than those using ordinary teaching materials with Scaffolding.