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The research aims to describe pupils inter-dialogue during learning polyhedron. It based on learning obstacle. In didactical obstacles are found problems of conceptual interrelation, thinking continuity, and limitation experience of pupils in the polyhedron concept. So, The researchers designed a didactical design to minimize the learning obstacle by creating a more organizer and solve learning trajectory. The design implementation done on the pupils of grade VIII in Bandung during 3 continuous meetings. Inter-dialogue is expected to emerge when didactic design is designed so students dialogue with group friends to find solutions for solving problems. Dialogue that produces critical questions is commonly known as socratic dialogue. The main idea in socratic dialogue is the teachers task is not to give knowledge or provide information to students but the task of the teacher designing a learning situation where students will ask critical questions. The researche using phenomenological studies to uncover pupils experience. By using Nonaka theory, the researcher found the pupils knowledge. The results showed the pupils intra-dialogue system in solving the polyhedron geometrical problem of phenomenological studies.