<![CDATA[Generating functions are an essential tool in the analysis of combinatorial structures, yet their application in solving permutation problems remains a significant challenge for students. This study aims to describe the types of errors made by students when solving permutation problems modeled using the Exponential Generating Function (EGF). A descriptive qualitative method was employed with 10 students from the Mathematics Education Study Program who had completed the Discrete Mathematics course. Data were collected through a cognitive test designed to assess conceptual understanding, procedural accuracy, and modeling skills. The findings indicate three main categories of errors: conceptual errors related to misconceptions about generating functions as representations of labeled objects; procedural errors arising from the use of inappropriate solution steps; and modeling errors reflected in students’ inability to translate problem constraints into the appropriate generating-function form. These results highlight that students’ mastery of the relationship between permutation structures and generating functions remains limited, suggesting the need for instructional strategies that emphasize conceptual clarity and systematic mathematical modeling.]]>
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