<![CDATA[This study describes the conceptual understanding of cube and rectangular prism concepts among two focal fourth-grade students at SD Negeri Kumala Makassar, represented by one female student (FS) and one male student (MS). A descriptive qualitative design was used. Participants were selected purposively after a preliminary conceptual-understanding test, considering the clarity of their written and oral communication. Data were collected through written tests, semi-structured interviews, observation, and documentation, then analyzed through data reduction, data display, and conclusion drawing. Method triangulation compared written answers with follow-up interview evidence across seven understanding indicators: interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. The female student responded more systematically in basic classification and could exemplify and infer from familiar objects, but showed incomplete understanding when interpreting cube examples, summarizing geometric elements, comparing properties, and explaining the cube-rectangular-prism relationship. The male student provided broader concrete examples and stronger comparative and relational explanations, but his classification criterion and summary of geometric elements remained incomplete. Both students relied heavily on visible features and everyday objects, and neither demonstrated fully integrated conceptual understanding. The findings support contextual geometry instruction using concrete models, explicit comparison of defining and shared attributes, and opportunities for students to justify classifications. Because the study examined one focal case from each gender, the observed contrasts describe these participants and should not be generalized as causal gender effects.]]>
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