The three main components of learning are plan, implementation and evaluation. These three components are correlated to each other. One of the factors that leads to an increase in learning quality is the capacity of teachers in designing integrated plan, implementation and evaluation. The research sought to contribute to a better understanding of these three learning components and in doing so help SMAS Katolik Bhaktyarsa improve learning quality in class. The research employed quantitative approach in research method. The research design was correlational descriptive. The research population were teachers of SMAS Katolik Bhaktyarsa Maumere. Purposive sampling technique was employed to obtain sample. The research instruments were evaluation rubric and documentation. For data analysis, the research used spearman rank correlation. The research discovered: (1) correlation planning and implementation based on self-assessment, p-value = 0,000; (2) no correlation planning and implementation based on peer assessment, p-value = 0,495; (3) correlation the average of plan evaluation based on self-assessment and implementation based on peer assessment, p-value = 0,025; (4) correlation planning and learning result based on selfassessment, p-value = 0,003; (5) no correlation planning and learning result based on peer assessment, p-value = 0,898; (6) no correlation the average of plan evaluation based on self-assessment and learning result based on peer assessment, p- value = 0,116; (7) correlation implementation and learning result based on selfassessment, p-value = 0,004; (8) correlation implementation and learning result based on peer assessment p-value = 0,049; (9) correlation the average of implementation evaluation based on self-assessment and learning result based on peer assessment, p-value = 0,000. / Tiga komponen utama dalam pembelajaran adalah perencanaan, pelaksanaan dan penilaian. Ketiga komponen ini saling berhubungan satu sama lain. Salah satu faktor yang dapat meningkatkan mutu pendidikan adalah kemampuan guru dalam membuat perencanaan, pelaksanaan dan penilaian yang saling berkaitan. SMAS Katolik Bhaktyarsa memiliki keinginan untuk meningkatkan mutu pembelajaran di kelas dimulai dari meneliti ketiga komponen di atas. Metode penelitian menggunakan pendekatan kuantitatif. Rancangan penelitiannya deskriptif korelasional. Populasi dalam penelitian adalah guru-guru di SMAS Katolik Bhaktyarsa Maumere. Sampel diambil dengan teknik porpusive sampling. Instrumen yang dipakai yaitu rubrik penilaian dan dokumentasi. Teknik analisis data menggunakan korelasi spearman rank. Hasil penelitian menunjukkan bahwa;1) Ada hubungan antara perencanaan dan pelaksanaan berdasarkan selfassessment, p-value = 0,000, 2) Tidak ada hubungan antara perencanaan dan pelaksanaan berdasarkan peer assessment, p-value = 0,495, 3) Ada hubungan ratarata penilaian perencanaan self-assessment dan pelaksanaan peer assessment, pvalue = 0,025, 4) Ada hubungan perencanaan dan hasil belajar berdasarkan selfassessment, p-value = 0,003, 5) Tidak ada hubungan perencanaan dan hasil belajar berdasarkan peer assessment, p-value = 0,898, 6) Tidak ada hubungan,rata-rata penilaian perencanaan self-assessment dan hasil belajar peer assessment, p- value = 0,116, 7) Ada hubungan pelaksanaan dan hasil belajar berdasarkan selfassessment, p-value = 0,004, 8) Ada hubungan pelaksanaan dan hasil belajar berdasarkan peer assessment, p-value ₌ 0,049, 9) Ada hubungan rata-rata penilaian pelaksanaan self-assessment dan hasil belajar peer assessment, p-value = 0,000.