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45 | “Unconscious” State: Analysis of Conscious Competence Learning Model by Abraham Maslow
Inculco Journal of Christian Education, Vol. 1, No. 1, Februari 2021
"UNCONSCIOUS" STATE: ANALYSIS OF CONSCIOUS COMPETENCE LEARNING
MODEL BY ABRAHAM MASLOW AS FOUR STAGE OF LEARNING
GP Harianto
Sekolah Tinggi Teologi Excelsius Surabaya, Indonesia
email: hariantogp@stt.excelsius.ac.id
Abstract: Learning difficulties have always been experienced by every student. There are many obstacles so
that a person falls into long learning difficulties, whether he realizes it or not. The problem is how to change
students from being unconscious in their learning difficulties to becoming conscious, skilled and even
professional based on the Conscious Competence Learning Model (CCL) according to Abraham Maslow as
Four Stage of Learning? The objective is to answer the following questions: What is the CCL Model? How is
the analysis of the unconscious according to the CCL Model? How are the possibilities for developing the
unconscious to become a conscious and even increasing the potential in him? Results The CCL model can be
used to solve students' unconscious problems in facing learning difficulties. The progress of the CCL model
can be seen is: he is unconscious (stage 1) turns into a conscious position to realize his weaknesses and wants
to rise above learning difficulties (stage 2), then he has learning competence (in stage 3) and continues learning
to become a profession (stage 4).
Keywords: Unconscious Incompetence, Conscious Incompetence, Consious Competence,Unconscious
Competence
KEADAAN “UNCONSCIOUS”: SUATU ANALISAS MODEL CONSCIOUS COMPETENCE
LEARNING MENURUT ABRAHAM MASLOW SEBAGAI FOUR STAGE OF LEARNING
Abstrak: Kesulitan belajar selalu pernah dialami oleh setiap peserta didik. Banyak kendala sehingga seseorang
jatuh dalam kesulitan belajaran yang panjang baik disadari maupun tidak disadarinya. Masalah adalah
bagaimanakah merubah siswa dari keadaan Unconscious (keadaan tak sadar) dalam kesulitan belajarnya
menjadi conscious (sadar), terampil bahkan profesional berdasarkan Model Conscious Competence Learning
(CCL) menurut Abraham Maslow sebagai Four Stage of Learning? Tujuan adalah menjawab beberapa
pertanyaan sebagai berikut: Apakah yang dimaksud dengan Model CCL? Bagaimana analisis keadaan
unconscious menurut Model CCL? Bagaimanakah kemungkin-kemungkinan mengembangkan unconscious
menjadi conscious bahkan dapat meningkatkan potensi dalam dirinya? Hasil Model CCL adalah dapat
digunakan untuk menyelesaikan masalah unconscious siswa dalam menghadapi kesulitan belajar. Progress
model CCL dapat dilihat adalah: ia unconscious (tahap 1) berubah menjadi conscious dalam posisi
menyadari kelemahannya dan mau bangkit menerobos kesulitan belajar (tahap 2), kemudian ia
mempunyai kompeten belajar (tahap 3) dan berlanjut belajar menjadi profesi (tahap 4).
Kata Kunci: Unconscious Incompetence, Conscious Incompetence. Consious Competence, Unconscious
Competence
INTRODUCTION
Learning difficulties have always been
experienced by every student. There are many
obstacles so that a person falls into long learning
difficulties, whether he realizes it or not.
Dewantara (2012) in his research on learning
difficulties of VIIE Student Speaking Skills at
SMPN 5 Nagara in Bali, found that the factors that
cause learning difficulties come from, are:
motivation factors, learning habits, mastery of
language components, mastery of components,
mental attitudes, interaction between students,
learning methods, learning media and interactions
between students and students. The most dominant
factor causing student learning difficulties is
Inculco Journal of Christian Education, Vol. 1 No. 1, Februari 2021 | 46
"mental attitude".
1
Meanwhile, Sucihatiningsih
and Heny Sulistyowati (2006) conducted a study
on "Factors Affecting the Difficulties in Learning
Social Science Subjects for Class VIII Students of
SMP Negeri 36 Semarang: home, (2) school
support, (3) student interest, (4) family support, (5)
student attention, (6) students' physical condition,
and (7) teachers.
2
Various factors cause children to experience
learning difficulties do not come from themselves
but also from their environment. Learning
difficulties that often arise cause the child to have
a "negative" experience so that when faced with
something big and full of challenges, he generally
becomes insecure - has a downward mental
attitude. They imagine that there will be difficult
experiences that they will face later. Often they
say: "I can't do it right", "I can't do it". This mental
attitude appears so that he doesn't want to and can't
see the potential in him. They experience
"Unconscious" (unconscious) of their potential.
The worst condition for someone when they
are in an “unconscious” position towards anything
is that they are in an unhealthy position to think.
Wikipedia (2016) notes that unconscious results in
"emotional pain" or deep suffering that a person
feels. This condition is called "broken heart
syndrome" or Takotsubo's cardiomyopathy, which
is when a traumatic incident prompts the brain to
transmit chemicals to the weakened heart tissue.
3
According to Anna Wahidah (2013), a lecturer
from Airlangga University, Surabaya said that
unconscious puts a person into " bad mood ”. He is
in a state of feeling sad or depressed. He can
experience mood disorders (mood disorders) such
as: chronic mood disorders, mood and creativity
disorders or mood and emotional disorders.
4
The problem is how to change students from
being unconscious (unconscious state) in their
1
I Putu Mas Dewantara (2012),
“
Identifikasi
Faktor Penyembab Kesulitan Belajar Keterampilan
Berbicara Siswa VIIE SMPN 5 Negara dan Strategi Guru
Untuk Mengatasinya”; http://pasca.undiksha.ac.id/e-
journal/index.php/jurnal_bahasa/article/viewFil
(Diakses 20 Januari 2016).
2
Sucihatiningsih and Heny Sulistyowati (2006),
“Faktor-faktor yang Mempengaruhi Kesulitan Belajar
Mata Pelajaran IPS Ekonomi”; Jurnal Ekonomi
Dinamika Vol. 1 No. 2.
3
“Patah Hati”;
https://id.wikipedia.org/wiki/Patah_hati (Diakses 26
Januari 2016).
learning difficulties to becoming conscious, skilled
and even professional based on the Conscious
Competence Learning Model according to
Abraham Maslow as Four Stage of Learning? The
purpose of writing is to answer the following
questions: What is a Model CCL? How is the
analysis of the unconscious according to the
MCCL Model? How are the possibilities for
developing the unconscious to become a conscious
and even increasing the potential in him?
METHODS
This study uses a literature research
approach, which examines or critically reviews the
knowledge, ideas or findings contained in the body
of academic-oriented literature, and formulates
their theoretical and methodological contributions
to certain topics.
5
Setyosari said that expressing the
definition of literature review in general is a
discussion or reading material related to a topic or
finding. A literature review contains descriptions,
for example in the form of an annotated
bibliography, or this study provides an important
explanation of literature in a particular field which
states where weaknesses and gaps exist, which
distinguish the views of certain authors or those
that raise problems. It is not sufficient for literature
review to provide a summary but will also provide
an assessment and show the relationship between
the different materials, giving rise to key themes.
6
DISCUSSION
Conscious Competence Learning (MCCL) Model
The concept of MCCL was originally coined
by Abraham Maslow with the FourStatge of
Learning theory, later it was developed by several
training practitioners separately, one of which was
NoelBurch, who worked for the US Gordon
International Training Organization around 1970s.
7
4
Anna Wahidah (2013) “Learning Happens
Everywhere”; http://anna-w--fpsi09.web.unair.ac.id/
(Diakses 26 Januari 2016).
5
Punaji Setyosari, Metode Penelitian Penelitian
dan Pengembangan (Jakarta: Kencana, 2010), 72.
6
Justus Randolph, (2009) "A Guide to Menulis
the Disertation Literature Review," Penilaian Praktis,
Penelitian, dan Evaluasi : Vol. 14, Pasal 13.
https://doi.org/10.7275/b0az-8t74.
7
Widyarini, (2015). “Conscious Competence
Learning Model””;
http://www.bppk.kemenkeu.go.id/unduh-
malang?download=50:conscious- (Diakses 24 Januari
2016).
47 | “Unconscious” State: Analysis of Conscious Competence Learning Model by Abraham Maslow
The CCL model describes how individuals
learn and the stages that are passed in the learning
process so that a person masters a certain
competence. According to the CCL Model,
learning takes place through four stages, namely:
(1) Stage 1: Unconscious Competence (unaware of
their
inability). (2) Stage 2: Conscious Competence
(realizing his inability). (3) Stage 3: Consious
Competence (realizing his abilities). (4) Stage 4:
Unconscious Competence (not realizing one's
abilities). In this regard, Robinson (1974) states
that the
stages in the learning process are not linear
models. This model of consciousness-competence
has a spiral nature. When an individual manages to
achieve the unconscious - competency stage in a
new knowledge and skill, the individual will start
again at the initial stage when he is faced with the
challenges of a new situation or while seeing and
feeling the need for other new skills or
competencies.
8
More details can be seen as
follows:
An "unconscious" State
Sigmund Freud defines conscious and
unconscious as follows: Unconscious is the deepest
part of the structure of consciousness and
according to Freud is the most important part of the
human soul. In particular Freud proved that the
unconscious is not a hypothetical abstraction but an
empirical reality. The unconscious contains
instincts, impulses and drives that are carried from
birth, and traumatic experiences that are
suppressed by consciousness are transferred to the
unconscious area. In unconscious conditions, the
human mind is connected to the universe which in
the language of psychology is called "Universal
Conciousness" (the mind of the universe) or in the
language of biology it is called "Morphogenetic
8
Allan Hunt and David Beglar, Methodology in
Language Teaching an Anthology of Curren Practice
(London: Cambridge University Press, 2012), 258-266.
9
Alwisol, Psikologi Kepribadian (Malang:
UMM Press, 2009), 3-4.
Field" (morphogenetic field). The discovery that
the human mind is connected to the universe is still
unknown to many, and many are still not quite sure.
However, in the last 5-10 years accurate evidence
that supports this discovery has emerged, so that
even skeptics (unbelievers) cannot escape.
9
In this
regard, Karl Pribram, a brain surgeon, found that
the human brain contains an image of the universe,
almost the same as a holographic process. He said
that the human mind is connected to the concept of
the universe and receives information from the
universe. What is the proof? For example, where
did Isaac Newton get his theory of gravity? Who
sent the message to his mind so that in the end he
discovered the theory of gravity?
10
Furthermore, the British scientist, Jacob
Boehm, also put forward similar findings regarding
10
“Fakta Ilmiah tentang Kekuatan Pikiran”;
https://jarimanisindonesia.wordpress.com/2012/11/21/f
akta-ilmiah-tentang-kekuatan-pikiran/ (Diakses 26
Januari 2016).
https://jarimanisindonesia.wordpress.com/2012/
11/21/fakta-ilmiah-tentang-kekuatan-pikiran/)
Inculco Journal of Christian Education, Vol. 1 No. 1, Februari 2021 | 48
the holographic concept, and these findings have
been published in one of the famous scientific
journals in England. From these findings, it was
found that the universe connected certain species
or living things. Suppose a mouse is trained to
explore a "maze" or labyrinth. Other mice will also
know this faster because one mouse already has
that "knowledge". The same thing happened to
humans. If one human being masters a knowledge,
it will be easier for other humans to learn it. This
means that humans already have the same
knowledge (shared intelligence) because the
universe helps provide the same information
through the universal mind or subconscious mind.
And these findings have been published via BBC
broadcast. Then this connection is called the
"Morphogenetic Field" (morphogenetic field).
11
Even in a subconscious state there can be
communication: Some communicate through the
eye. Some communicate through body language.
Some even communicate without seeing their eyes
or body language, but through "feelings" only.
When this happens, a person is not communicating
using a conscious mind that rests on logic and
rationality, but with a subconscious mind that relies
on "feelings". The above condition is called
"energial resonance".
12
The Process of Developing Unconscious to
Conscious Professional
Unconscious Incompetence Process
Stage 1 is unconscious incompetence. This
stage is the stage where a person is not aware of his
weakness or inadequacy in something. Individuals
who do not realize that they are actually inadequate
usually perform or face situations with a sense of
confidence, oversimplify problems, and do not
realize that there is something that needs to be
known and learned. But the problem is, someone is
experiencing "unconscious" because there are so
many learning difficulties he is facing. This
position is a crisis position for someone with an
“unconscious” status. This position is very decisive
for someone, who cannot wake up (aware) from the
deterioration of learning. If he doesn't wake up,
then he will continue to fall down because he
blames himself for being incapable of anything. He
11
Ibid.
12
“Komunikasi Bawah sadar”;
https://jarimanisindonesia.wordpress.com/2012/09/12/k
omunikasi-bawah-sadar/ (Diakses 26 Januari 2016).
is in an unconscious position which is getting
worse.
Conscious Incompetence Process: Unconscious to
Conscious Solutions
Conscious Incompetence stage is the stage
where the individual has realized that he does not
have certain knowledge or skills (competence),
which is needed. At this stage he became aware that
in fact there were many things they did not know
and had to learn, more than they thought. At first
they were still confused, because they did not really
understand what they did not know. Then he
realized his presence and the need to master certain
knowledge and skills. The problem is, for
"conscious" he is actually falling more and more
because "he does not have the" knowledge and
skills "to solve learning problems. Stage 2
Conscious Incompetence is a total conscious
conscious.
In this connection, Seligman said that
Conscious is a condition of helplessness that is
learned. By not getting positive reinforcement for
the things he does, the individual learns that the
things he does do not produce anything positive.
Gradually, he developed a sense of hopelessness
and helplessness. This theory is the theory of
learned helplessness.
13
So, in this stage 2 position,
Conscious must be developed as follows:
(1) An unconscious person is always invited
to think positively. But if it is not developed in a
positive direction, then according to Seligman, it is
said that individuals can experience prolonged
learned helpnessness and a decrease in self-esteem
if they make the conclusion to internal factors that
are stable and global in nature. Internal means that
the individual concludes a negative event as a
result of an error in him. Stable indicates that the
error factor in him is relatively stable so that it can
occur again in the future. Global means that
individuals think that these errors can affect other
areas of their lives.
14
(2) An unconscious person is brought into a
conductive learning atmosphere. In this regard,
Ivan Pavlov in his theory of "Conditioning classic
theory" said that there needs to be a process of
change that occurs because of the conditions
"conditions" which then lead to a response. So,
13
C. Davison, et.al., Abnormal Psychology (New
York: Psychopathology Development, 2004), 73.
14
Ibid.
49 | “Unconscious” State: Analysis of Conscious Competence Learning Model by Abraham Maslow
conscoius must be included in the stimulus-
response associative conditioning.
15
According to
Adrian Underhill, a conductive learning
atmosphere can take place by forming study
groups. This study group will provide strength to
activate and support individual self-development.
16
The Conscious Competence Process: Developing
Conscious Competence
Stage 3 is the stage of Conscious
Competence. This stage is the stage where the
individual realizes and knows that he already knows
(new things) or is able to do something new. This
stage is the stage of assimilation, where there is a
combination of (old) learning experiences that have
been owned by the individual with new experiences
and understandings. competence
(unconsciouscompetence). The problem is that it is
difficult for an unconscious to learn if he does not
wake up from his senses, he will be increasingly
fatal for him. But this stage tries to wake up an
unsconscious person to start a struggle to become a
quality conscious.
In this stage, he begins to train his learning
potential. The learning potential aims to achieve
something desired is to become a competent person
in learning. The training to become a person who
has learning competence is as follows: (1) the
teacher develops contextual learning strategies for
students so that students have the confidence that
they can become competent. In this regard, Margo
J. Heydt and Nancy E. Sherman suggested that in
order to be competent in learning it is necessary to
formulate: (a) teaching strategies to students about
developing a level of self-awareness to learn to
make themselves successful in community life
(social workers). (b) Teaching the development of
self-awareness will be effective when paying
attention to the cultural background of each student.
This theory suggests that forming a skill is integral
to creating a positive working relationship with a
conscious way of constantly practicing. (c) students
have the confidence to be able to be more skilled or
15
Hergenhahn dan Matthew H. Olson, (2008),
Theoris of Learnig (Teori Belajar) (Jakarta: Kencana,
2008), 36-37.
16
Underhill, Adrian Underhill, (1992), ”The Role
of Groups in Developing Teacher Self-Awareness”; The
ELT Journal, Vol. 46 No. 1 (January) 71.
17
Margo J. Heydt and Nancy E. Sherman, (2005),
“Conscious Use of Self: Tuning the Instrument of
Social Work Practice With Cultura Competence“; The
Journal Baccalaureate Social Work, Vol. 10 No. 2.
competent.
17
(2) students have a commitment to the
goals to be achieved. According to Edwin A. Locke,
a competent person must be committed to the most
important goals when those goals are specific and
difficult.
18
(3) Students must learn something they
like, concentrate and be independent in completing
their assignments. It is more profound that Arunaya
Narayan says that a person can become competent
in learning if: (a) he can do things that can be relied
on, (b) concentrate and think orderly about doing a
learning skill, (c) can do something without the help
of others, (d) must be able to show other abilities,
but that does not mean to be able to teach well for
others; (e) must practice new skills, and if
appropriate commit to being "unconsciously
competent" in these new abilities.
19
Process of Unconscious Competence: Developing
Conscius to become Professional
Stage 4 is UnconsciousCompetence. This
stage is the highest stage in the learning stage
model. At this stage the individual seems not to feel
the competence any longer. When performing the
skill, one does not need to think about it. Everything
is done as just flowing, "automatically", not too or
unnecessarily with full awareness of doing it.
A person's competence in learning will
become professional if he continues to practice his
learning competence regularly. This is done in the
following way: (1) students always provide
feedback on what they get from the learning
process. In this regard, the development can be done
by: (a) A medical journal in the UK provides a way
for conscius to become professional, namely by
giving formal feedback. Giving formal feedback
must be done in relation to the following matters,
namely finding the right place and time, agreeing
on what will be the focus, being able to see clearly
the intentions and effects, being able to distinguish
between a performance and personal interests,
identifying areas for improvement , alternative
offerings, and pay attention to understanding.
20
(2)
Train to develop particular skills and continue to
18
Edwin A. Locke, (1996), ”Motivation through
Conscious Goal Setting”; Apllied and Preventive
Psychology, Vol. 5: 3.
19
Arunaya Narayan Mukherjee, dkk. (2012),
“Hrd In Sme: A Study In Inculcation of The Practice of
Conscious Competence Learning In Moonlight
Engineering Company”; Robinson (1974).
20
“Giving Effective Feedback”; British Journal
of Hospital Medicine, Vol. 70 No. 3 (Maret 2009), 160.
Inculco Journal of Christian Education, Vol. 1 No. 1, Februari 2021 | 50
motivate oneself to commit to continuing to
develop skills intensively because there are many
big things that must be done.
21
(3) Graham Allan
and Janet Moffett said that a professional person
must need awareness of his own development to be
able to do his best and must be confident in his own
role and be aware of his limitations.
22
(4) need to
cross a cultural approach. Individuals must be able
to recognize the components of learning that shape
culture and their potential impacts.
23
CONCLUSION
The CCL model is a model of how
individuals learn and the stages that are passed in
the learning process so that a person masters a
certain learning competency. The CCL model of
learning takes place through four stages, namely:
(1) Stage 1: Unconscious Competence (not
realizing one's inability). (2) Stage 2: Conscious
Competence (realizing his inability). (3) Stage 3:
Consious Competence (realizing its capabilities).
(4) Stage 4: Unconscious Competence (not
realizing one's abilities).
The unconscious is where a person is not
aware of his weaknesses or learning disabilities,
so he does not seriously face learning but
simplifies problems too much. Unconsciousness
contains instincts, impulses and drives that are
carried from birth, and traumatic experiences
that are suppressed by consciousness are
transferred to the unconscious area. In
unconscious conditions, the human mind is
connected to the universe which in the language
of psychology is called "Universal
Conciousness" (the mind of the universe) or in
the language of biology it is called
"Morphogenetic Field" (morphogenetic field).
According to Abraham Maslow, the
Conscious Competence Learning (MCCL)
model can be used to solve students' unconscious
problems in facing learning difficulties. The
progress of MCCL can be seen is: unconscious
(stage 1) turns into conscious in a position to
realize his weaknesses and wants to rise above
learning difficulties (stage 2): think positively
and form a constructive learning atmosphere,
then he has learning competence (in stage 3) in
21
Chris Routledge and Jan Carmichael.
2007.Personal Development and Management Skills
(t.k: CIPD, 2007).
22
Graham Allan and Janet Moffett, Youth Yes
Project (Bratislava: University of the West of Scotland,
where teachers and students work together to
train to develop learning competencies and
continue learning to become a profession (stage
4): continuously train their learning
competencies.
Rerefences
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2016).
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“Komunikasi Bawah sadar”;
https://jarimanisindonesia.wordpress.com/2
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Identifikasi Faktor
Penyembab Kesulitan Belajar Keterampilan
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Strategi Guru untuk
Mengatasinya”;http://pasca.undiksha.ac.id/e
-
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23
Linda L. Barnes, Family Health Care Nursing
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51 | “Unconscious” State: Analysis of Conscious Competence Learning Model by Abraham Maslow
Instrument of Social Work Practice With
Cultura Competence“; The Journal
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Mukherjee, Arunaya Narayan, dkk. 2012. “Hrd In
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Routledge, Chris and Jan Carmichael.
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Underhill, Adrian. 1992. ”The Role of Groups in
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ELT Journal, Vol. 46 No. 1 (January), 71.
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fpsi09.web.unair.ac.id/ (Diakses 26 Januari
2016).
Widyarini. 2015. “Conscious Competence
Learning Model””;
http://www.bppk.kemenkeu.go.id/unduh-
malang?download=50:conscious- (Diakses
24 Januari 2016).
Inculco Journal of Christian Education, Vol. 1 No. 1, Februari 2021 | 52
