There wasknown  in  the  education  world  the  theories  of  learning  and  behavioristic  learning.  The behavior view assumed knowledge wasobjective, certain,and permanent. Whereas learning is the acquisition of knowledge and teaching wastransferring knowledge to peoplewho learn. The next ideology development wascalled constructivism and a new perspective on education. In this view, knowledge wasnon-objective, temporary,and always changing. Whereas learning wasthe meaning of knowledge and teaching wasexploring meaning. In the current era of reform and global education requires a view of constructivism to improve the quality of human resources on the reason of reforming objectives,  strategies,  evaluation of studyingand learning outcomes.  The constructivist application in the pragmatic learning course held at Universitas Sebelas Maret showed the results that students wereable to apply by interpreting figuresmade by others. Therefore,the results of the interpretation werevery beneficial for themselves and society generally. The benefits of the results meaning wereable to change the mindset and behavior following the message in the figures.Keywords: behaviorism, constructivism, reforming, learning, pragmatics.1   IntroductionThere  are  known  in  the  education  world  the  theories  of  learning  and  behavioristic  learning. This theory was first introduced in the field of educational psychology in America by John B. Waston in 1913 (Driscoll, 1994). The behavior view assumes knowledge is objective, certain, and permanent. Whereas learning is the acquisition of knowledge and teaching is transferring knowledge to people who learn. The next development of Skinner in 1938, 1974 was generally known  as  the  originator  of  the  radical  behavioristic  ideology,  which  eventually  was  called constructivism and was a new view in education (Driscoll, 1994). In this view, knowledge is non-objective,   temporary,   and   always   changing,   whereas   learning   is   the   meaning   of knowledge, and teaching is exploring meaning.Teaching and learning objectives have change with the advent of globalization(Al-Ghamdi & Alrefaee, 2019; Elshahawy, 2020).Globaleducation requires in the current era of reform and a view of constructivism to improve the quality of human resources on thereason of reforming objectives,  strategies,  evaluation  of  learning,  and  learning  outcomes.  This  is  under  the competencies needed in the globalization era that students must be prepared to be able to think creatively.They cansolve problems and make decisions, recognize learning how to learn, be able  to  collaborate,  and  be  able  to  manage  themselves  (Degeng,  2000).The  application  of constructivism  in  learning  can  be  useful  (1)  providing  opportunities  for  students  to  present, create, produce, or do something; (2) encouraging higher levels of thinking or imagination and problem-solving skills; (3) Assign tasks to require meaningful learning (creative) activities; (4) apply what is learned in a real context.It has been explained above the theory of constructivism learning first began to be applied in the field of educational psychology, but in the present decade, this view can be applied to all knowledge  fields  of  education,  social  and  cultural  knowledge,  engineering,  exact  sciences, including the arts.a) Learning theory and constructivism learning The direction of the development of learning theory and constructivism learning leads to the creation of a learning climate allows students to construct their knowledge and skills (Driscoll, 1994).