The Impact of the Learning Process on the Level of the Student
Idealism at the Materialism and Pragmatism Eras
Bagus Haryono and Ahmad Zuber
Department of Sociology, Faculty of Social and Political Science, Universitas Sebelas Maret. Surakarta, Indonesia
Keywords: Materialism, pragmatism, treatment, idealism.
Abstract: The aim of this research is to explain the impact of the treatment on the level of the student idealism at the
materialism and pragmatism eras. The learning process implemented to the student in order to transform the
materialism and pragmatism (MAP) toward idealism value (IDE). Research designed by quasi-
experimental, conducted by pre-test, treatment and post-test design. The treatment implemented on the
student attending the Methodology of Evaluation Research course in Sociology Department. Data were
collected by questioner. Respondent comprised of 41 persons. Findings showed that the treatment have
positive impact to transform the PAM toward IDE in low level and less significant. The impact of
intervention measured from the different of score at the before and after implementing it.
1 INTRODUCTION
The accomplishment of science taught by the teacher
actually occurs when he can bring the student to
implement a critical way of thinking in any occasion
(Freire, 2005). The existence (Solomon, 2005) of
student as the actor of change actually recognized
when they can give positive contribution to the
society, or when to bring it towards a better
condition. Idealism term introduced in this paper
ultimately is the first perspective that more
appreciate the ideas, spirits, hopes, ideals, spiritual,
soul, or invisible thing, than just a material one. That
existence of attribute should be expected present by
the student as the agent of change. It will be able to
produce the improvements from the existing
situation. In order to achieve the ‘new’ attribute in
class context, the treatment must be given by the
learning process. Unfortunately, they tend to be
trapped in materialism influence. As the second
perspective, it more appreciate the achievement of
material existence, or the thing always be measured
by the tangible, measureable, objective or empirical
reality, than the substance or the un-measureable
thing. They also trapped in pragmatism influence.
As the third perspective, it more emphasized on the
results of effort and its practical outcome. The
output measured by a short time indicator. It
indicator dominated by the effort to pursue to a
momentary interest, than to be achieved in a long
run.
2 MANUSCRIPT AND METHODS
Idealism is an idea, mind or soul and the ideal
conceptions built on a particular ideology. In this
perspective, the reality exists solely in the minds of
people. As the first perspective, the ultimate truth
relies on a consistency between reality and ideas
(Mander, 2012), (Dea, 2015), (Wakefield, 2017).
But Pragmatism as the second perspective,
emphasized on the importance of ideas, ideology, or
paradigm (Dunham, 2015; Morgan, 2014). The view
based on the objective truth, a particular moral
order, individualism and utilitarianism (Durkheim,
1983; Lohse, 2017). They also emphasized on the
practical, profit, usability or benefit of self, group
values, to be pursued in a short time. Beside
emphasized on the effort to accumulate the capital
(money, land, production machinery) and so on.
Pragmatism identified reinforces the ideology of
Capitalism (Dunham, 2015; Margolis, 2003). In the
notion of capitalism, and dialectical materialism
(Moore, 1971), and the reflection of the dialectical
materialism (Oizerman, 2017), the actions or
behavior of a person in society actually are
determined by the money. The strong influence of
financial indicator support the growth of materialism
paradigm.
Haryono, B. and Zuber, A.
The Impact of the Learning Process on the Level of the Student Idealism at the Materialism and Pragmatism Eras.
In Proceedings of the 2nd International Conference on Sociology Education (ICSE 2017) - Volume 1, pages 205-209
ISBN: 978-989-758-316-2
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
205

Materialism understood as a thought that
emphasizes the importance of the material things.
Materialism is the idea that placing the ultimate of
the material objects - whether in the form of land,
houses, cars, but especially in the form of money.
Sellars (1962) identified there are three levels of
materialism. Belk (1985) offers the scale to measure
materialism as an attribute of social life. Kukla
(1995), Hunt, Kernan, and Mitchell (1996) states
that materialism as human cognition associated with
people, ownership and perception. Ann Tsang et al
(2014) firmly stated that matter is an important
indicator to determine the satisfaction of one's life.
Because of the matter often sacrifices moral value,
thus making the ideas about materialism, as great
value thing that should be pursued in the human life.
Currently the perpetrators are often caught
trapped in rupiah coin by ‘Malang apple’ term, or
dollar money by calling it by ‘Washington Apple’
term. The request money by the goat term is
understood as the giving amount of money in ten
millions rupiah, and Cow term to declare the money
demand of hundreds millions dollars. The issued
almost coloring the everyday news in Indonesia. The
reality can be traced and returned the explanation
that in daily life are colorized by the money
problems.
Research designed by quasi-experimental,
conducted by pre-test, treatment and post-test
design, and the most crucial aspect of experimental
design is the specification of treatments (Jackson
Michelle and Cox (2013). The learning process
decided as the treatment (intervention or stimulus)
and the understanding student on the learning topic
as the response. The learning process is directed to
the transform the materialism and pragmatism
toward idealism values. Based on the deterministic
or probabilistic measurement, the taxonomy
identified consists of five levels of response
structure (Wilson, 1989). The treatment
implemented on the student attending at the
Methodology of Evaluation Research course at the
academic year 2016/2017 at semester 6
th
in
Sociology Department, Social and Political Science,
Universitas Sebelas Maret. Respondent comprised of
41 persons. Data collected by questioner and
analyzed by SPPS 16.
The process of the transformation of the
materialism and pragmatism toward idealism values
in this paper called as the changes (Reeler, 2007),
(Heijden, 2015), (Banerjee & Pawley, 2011),
Arensman, et al (2017). The first change, are
measured by overall changes (Malo, 1995) by Turn-
Over that calculated by this formula:
Turn-Over = (B + C / A + B + C + D) (1)
The second change are measured by the Net
Change that calculated by this formula:
N
et Chan
g
e = (B - C / A + B + C + D) (2)
The students as the agents of change should have
idealism in the future for the better situation. But
they actually trapped in materialism and
pragmatism, and followed by the low idealism. It
can be measured by the lack of descriptions of (what
is desired in the future, the knowledge in the
importance of science for the development of
science, the priority of innovation), not trained use
the critical thinking, and limited creativity. The
idealism in the learning process is measured by the
willingness of the students to get the main source as
a reference in the various of academic writing tasks,
and in completing research, as well as when they
conducting community service.
The pragmatism in the learning process is
measured by the willingness of the students to be
able to realize the future desire pragmatically. They
tend to embrace the pragmatic sciences, science
limited used to get a job for them self. In any
occasion, the pragmatism mostly implemented by
them. The first when they try to finish the task
quickly. The second when they are looking for a fast
source (only in Indonesian language, or from a
second source or just a translation of another
person). The important one for them is passed
quickly in their study, and obtaining a quick
opportunity to get a civil servant job, by any more
efficient way. In completing the task, they just rely
on the references source as a second hand references
or only select the reference which has been
translated. As long as it meets the minimum
standard, the important reason for them be able fast
passed and conducted by an easy way. The
materialism implemented when they achieve their
references conducted in efficient in time, does not
important how they bring the way to obtain it. They
just obtain it from the older siblings in the library.
They also conduct it by the copy and paste simple
manner from a friend file that has passed, or who
have access, or obtain it from the place of photocopy
agent. The urgent one, they spent more efficient in
the financing study, and accommodation fees, no
matter how they take the way to obtain it. Even for
short-term fulfillment, they order stamps to address
financial responsibilities, which tend to be achieve
an administrative rather than substantive.
The pragmatism student in the same time
benefited from the emergence of pragmatism of the
majority of the lecturers. Due to the increasingly
administrative burden of them, the pragmatism
ICSE 2017 - 2nd International Conference on Sociology Education
206

lecturers occurs the first while they implement the
teaching and learning process. They tend to rely on
the number, efficiency of the study period, the
efficiency of time and save energy teaching lecturers
by giving the passing grade to the minimum
standards in order to be free from the remediation
task. The second it occurred while they conducting
their research. The third it appeared while they
conducting a community service. In addition, the
attitude of lecturers who are obsessed by the
passionate passion of students. Although the
researcher assumption stated that there is not
different influence relating the treatment toward the
level of IDE and MAP, but the possible
opportunities can be explained in table 1.
Table 1: The influence of the Treatment on the level of
IDE and MAP.
IDE
MAP
High level of IDE
(H-IDE)
Low level of IDE
(L-IDE)
High level of
MAP
(H-MAP)
1
H-IDE → H-MAP
(unexpected
interaction effect,
when the treatment
have limited effect)
2
L-IDE → H-MAP
(expected effect of
treatment)
Low level of
MAP (L-
MAP)
3
H-IDE → L-MAP
(expected effect of
treatment)
4
L-IDE → L-MAP
(natural effect or
zero treatment )
The quadrant 1 and 3, as the quadrant where the
researcher implementing the treatment, but in the
quadrant 2 and 4 there is nothing or zero treatment.
Considering the quadrant 1 and 3 we can explore the
effect of the treatment on the respondent. Its result
can be compared with the zero treatment on the
respondent, as can be seen in quadrant 2 and 4.
In quadrant 1, can be seen the influence of the
treatment H-IDE toward the level of H-MAP. The
IDE treatment implemented in this quadrant, but
unfortunately it only have limited effect on the MAP
level. In this quadrant can be explored more detail
why it is happened. In order to answer why the H-
IDE treatment have been implemented but followed
by H-MAP, might be influenced by the external
factors. Those unexpected effect might be relate to
the interaction effect, instrumentation, history, or
maturation effect, and so on.
In quadrant 2, can be seen the influence of the
zero treatment of L-IDE toward H-MAP level. In
this quadrant, can be seen the influence of natural
effect or zero treatment of IDE toward MAP level.
The theoretically or logically the H-IDE followed by
the level of L-MAP.
In quadrant 3, can be seen the influence of the H-
IDE treatment toward the level of L-MAP. In this
quadrant, found the expected effect, where the H-
IDE treatment have influence on the level of L-
MAP. In this quadrant can be explained that the H-
IDE treatment implemented logically has significant
effect on L-MAP.
In quadrant 4, can be seen the influence of the
zero treatment of L-IDE toward L-MAP level. The
zero treatment only the ordinary learning process by
no plan or based on the natural effect. In this
quadrant can be explained that nothing plan,
theoretically or logically the result is L-IDE
followed by the L-MAP level.
3 CONCLUSION
Based on the data collected and analyzed, the
researcher found several results below:
This research found that the influence of the
treatment in the learning process in order to support
the transformation from the materialism and
pragmatism values toward idealism value can be
calculated from the different scores between the pre
test score (before treatment implemented), and the
post test score (after implemented it).
The first process are measured by the overall
transformation from the high level of materialism
and pragmatism values (H-MAP) or (L-IDE) toward
higher idealism value (H-IDE) and the
transformation from the low level of materialism and
pragmatism values (L-MAP) or (H-IDE) toward the
lower idealism value (L-IDE). The process are
measured by overall changes, or called as turn-over
term that calculated by the formula 1.
The second process are measured of the real
transformation from the high level of materialism
and pragmatism values (H-MAP) or (L-IDE) toward
higher idealism value (H-IDE) and the
transformation from the low level of materialism and
pragmatism values (L-MAP) or (H-IDE) toward the
lower idealism value (L-IDE). The process are only
measured by the only net changes are called as net
change term that calculated by the formula 2.
This research found that the Turn-Over found
60,98 %, and Net Change found 12,20 %. Findings
showed that the treatment conducted through the
learning process have positive impact to transform
the materialism and pragmatism values toward
idealism value, but in low level or not significant.
In case, the treatment in the learning process
implemented, but the IDE student remain in low
level, can be identified any external factor related to
The Impact of the Learning Process on the Level of the Student Idealism at the Materialism and Pragmatism Eras
207

it. The low effective treatment, or the limitation of it
effect can be explained that they are not focus or
seriously on study, not present in class or attending
lecture, and not clear about the task, and drop-out
from the quasi-experiment after the subjects are
assigned to the intervention.
In case, treatment in the learning process
implemented (H-IDE), but we found the H-MAP,
might be explained any external factors to be
considered. That factor is the history effect, where
the respondent have tutorial about the related
subject-matter in another time, by another lecturer
before. The interaction effect happened where they
have met another student or person to discuss it. The
maturation effect is take place where they have
much time to discus about it. Also any instrument
limitation as indicated the very simple question in
questionnaire must be answered by them. The
researcher has difficulties to control the
environmental factor effect, and to control the
learners constructing their own meaning.
The influence of the treatment on the level of IDE in
this research can be identified. The first influence of
the treatment on the level of IDE based on the
assumption that the H-IDE theoretically always
followed by the level of L-MAP. The other hand, the
L-IDE logically must be followed by the level of H-
MAP. So the overall different influence of treatment
would be able predicted from the description in table
2.
Table 2. The influence of the Treatment on the level of
IDE.
BEFORE
AFTER
High level of
IDE
(H-IDE)
Low level of
IDE (L-IDE)
Sum
High level of
IDE
(H-IDE)
A
H-IDE → H-
IDE (the
treatment
have limited
effect)
7 (17.07 %)
B
L-IDE → H-
IDE
(expected
effect of the
treatment)
10 (24,39%) 17
(41,46
%)
Low level of
IDE (L-IDE)
C
H-IDE → L-
IDE
(unexpected
effect of the
treatment)
15 (36,59 %)
D
L-IDE → L-
IDE (the
treatment
have limited
effect)
9 (21,95 %) 24
(58,34)
Sum 22 (53,66) 19 (46,34) 41
(100%)
The score of the influence of the treatment
toward the IDE level, can be shown in table 2. In
quadrant A, found the treatment have limited effect
only on the 7 students or (17.07 %) respondent. The
limited effect indicated that before treatment
implemented the students have H-IDE, and after
treatment they remain have H-IDE.
In quadrant B, found the expected effect of the
treatment on the 10 students or (24.39 %)
respondent. The expected effect indicated that before
treatment the students have L-IDE, and after
treatment they have H-IDE.
In quadrant C, found the unexpected effect of the
treatment on the 15 students or (36.59 %)
respondent. The data indicated that before treatment
the students have H-IDE, and after treatment they
have L-IDE.
In quadrant D, found the treatment have limited
effect on the 9 students or (21,95 %) respondent.
The limited effect indicated that before treatment the
students have L-IDE, and after treatment they have
L-IDE.
Based on the data in table 2, the Turn-Over
counted by the formulas 1 found that the treatment
have effect on the 60,98 % of the students. But the
Net Change counted by the formula 2 found that the
treatment have effect on the only 12,20 % of the
students.
Based on the research findings and discussion
stated before, the following conclusions could be
drawn:
1. In case, the treatment was implemented (H-
IDE), but we found the H-MAP, it can be
explained that we difficult to detect the any
external factors effect. The treatment to be
concluded as the unexpected interaction effect,
where the treatment conducted only obtained
limited effect. It might be caused by limited
involvement student in the treatment, so we
must support them to increase the amount of
attending lecture, to suggest to be concentrate
or seriously on study, and repeating the a task
in any session.
In the next research, we need explore the
interaction effect, instrumentation, maturation,
a relevant learning about the subject-matter
related it effect before it.
2. Relating to the L-IDE and L-MAP level.
Because in this condition there is no plan, so
we need the clear planning related to the
treatment in the learning process.
In this research concluded that the
treatment have positive impact to transform the
materialism and pragmatism values toward
idealism value in low level, as indicated by the
less significant increase score as counted by the
different score at the before and after
ICSE 2017 - 2nd International Conference on Sociology Education
208

implementing it. The effect indicated in table 2,
that the Turn-Over found 60,98 %, and net
change 12,20 %. In the next research, we need
explore the many factors influencing the
negative effect to the overall treatment.
ACKNOWLEDGEMENTS
We would like to thank to Kemenristekdikti that allocate
funding for this research through the 2017 graduate
program scheme budget.
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