The Curriculum Guidelines of 12-year Basic Education has been implemented since 2019 academic year. Competency-driven instruction and issue-based education are the key points of the guidelines. This study focuses on the implementation of competency-based instruction in integration of gender equity, human rights, and environmental education issues in junior high school. Therefore, this study aims to construct appropriate indicators for competency-based instruction of issue-based education and propose strategies for improvement. This study collects data methods through document analysis, interviews, focus discussions, classroom observations, and questionnaires. Finally, the findings and suggestions will be provided for the curriculum guidelines research and further curriculum reforms.