<![CDATA[This study aimed to identify learning obstacles among fifth-grade students in the topic of cubes and cuboids and to develop a Computational Thinking (CT)-based didactical design to minimize those obstacles. A qualitative approach with Didactical Engineering Research method was employed, conducted at SD Negeri Daratan and SD Negeri Kebonagung in Sleman Regency, involving 32 fifth-grade students as research subjects. Data were collected through diagnostic tests, observation, interviews, and documentation. The analysis revealed three types of learning obstacles: ontogenic, didactical, and epistemological, with epistemological obstacles being the most prevalent, reaching 84.6% in the item on determining edge length from volume. Based on these findings, a didactical design was developed comprising a macro learning trajectory (properties, nets, surface area, volume) and a micro learning trajectory with three didactical phases: exploration, formulation, and validation. CT elements—decomposition, abstraction, algorithmic thinking, pattern recognition, and evaluation—were integrated into each learning activity. Implementation across four teaching experiments demonstrated consistent improvement in student response accuracy and a gradual reduction in teacher intervention, indicating increasing student learning independence. These findings confirm that a systematically designed CT-based didactical design effectively supports students in constructing geometric understanding from concrete experience toward more formal mathematical comprehension.]]>
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