Purpose: This research aims to determine the initial problem solving ability of land cadets in applied mathematics courses. Methods: This research method is descriptive quantitative, where this method is taken to describe the condition situation with descriptive quantitative description. Abalysis: The research subjects were cadets of the D-IV Land study programme of the National Land College who took applied mathematics courses in the 2024/2025 academic year. The research data studied in this study are cadets' answer sheets on the pre-test. Result and discussion: From the results of the study, it was concluded that the problem solving ability of cadets was in the "very poor" category with the most dominant indicator of problem solving ability was the ability to plan problem solving, which was 74.62%. In addition, the indicators of problem-solving skills that are still lacking are indicators of understanding the problem, planning the problem, and indicators of checking back taken, which respectively have a mastery percentage of 16.5, 9.5% and 2% and 54.62%. Conclusion: With this we know the condition of students, weaknesses, strengths and what to do in order to improve problem solving skills.

The purpose of this study is to examine how students' self-efficacy relates to and influences their gender-based mathematical problem-solving. 36 students taking an applied mathematics course are involved in this study, which uses a descriptive methodology. Test problems and a self-efficacy questionnaire are among the study tools utilized. The independent sample t-test is the data analysis technique used to evaluate gender-based differences in mathematical self-efficacy. Pearson correlation is used to examine the relationship between students' self-efficacy and their capacity to solve applied mathematics problems, and simple linear regression is used to assess how self-efficacy levels affect students' capacity for problem-solving. The results from the independent sample t-test indicate that there are no significant differences in mathematical self-efficacy between male and female students in the Applied Mathematics class. Additionally, there are also no significant differences between the problem-solving abilities of male and female students. Pearson correlation analysis shows a strong positive relationship between self-efficacy and the ability to solve mathematical problems. Furthermore, the results of simple linear regression confirm that self-efficacy has a substantial contribution (95.6%) to problem-solving abilities in mathematics. Other factors also play a role, but to a lesser extent

The purpose of this study is to describe the various kinds of errors made by taruna when solving applied mathematics problems based on the Newman procedure. Newman divides errors into 5 types, namely reading error, comprehension error, transform error, process skill error, and encoding error. This research uses descriptive qualitative research methods. Data collection techniques were carried out using tests and interviews. Data reduction, data presentation, and verification or conclusion drawing are part of this research. Based on the results of research and data analysis, it can be seen that in solving mathematical problems in land mathematics courses there are 5% of subjects experience errors in reading errors, 16% of subjects experience errors in comprehension errors, 9% errors in transform errors, 26% of subjects experience process skill errors, and 9% errors in encoding errors. Most of the errors were errors in the selection of problem-solving strategies.