Ability of Biology students in Teaching Education organization (In-Service) in science process and the ability to use microscope are in state of disappointment. A lot of research have been done to take care these problems, however it has not given a maximum effect. Plant anatomy is the most suitable subject that can be used to equip the student with science process learning and the ability to use microscope through inquiry strategy learning implementation. The purpose of this research is to answer the questions of how inquiry learning implementation affects the students’ ability of both science process and to use microscope. The method of this research is One-Shot Case Study Design, with 30 students as research subject. The research is conducted for three months (October to December 2017) at Faculty of Teacher Training and Education, Universitas Syiah Kuala. The aspect that is observed in this research is the ability in practicum planning, ability to use microscope and the ability to report the result. The result of the research showed that (1). Planning ability of the students to conduct practicum increased 48% from the previous result, 76% of the core maximum standard. Maximum score and minimum score are 97% and 55% respectively. (2) The ability to use microscope achieve 67% from basic score and 87% from the expected maximum result. (3) The ability to report the practicum result increase to 53% from the basic ability of 80% from maximum standard score. From the research result, it can be concluded that inquiry strategy implementation at plant anatomy subject has given a significant improvement toward students’ science process and the ability use microscope.
Learning, plant anatomy, practicum, inquiry