Learning inquiry models require cognitive skills such as asking questions, designing experiments, and analyzing data so that students find concepts in learning process. This process is not easy so it requires the help of lecturer. This development research aims to complement scaffolding strategies that have been developed by experts in learning. Analysis was conducted to examine the cognitive scaffolding strategies developed by Rosenshine and Meister (1992) and McNeill et al. (2005) to improve it to be more systematic and logical. The result is that the scaffold strategy is not yet valid so expert validation must be carried out through focus group discussion activities. The results of the scaffold strategy validation are considered valid and can be used if the validator's average score is >2.5. The results of this study are scaffold strategies with the step of inspiring-modeling-writing-reporting (IMOWRE). Inspiring is an additional step in the existing scaffolding strategy. This scaffolding strategy is equipped with methods and techniques of use. Methods for the application of scaffold strategies include contextualization, show discrepant events, exemplifying a behavior, directing students to use new skills or performing tasks after modeling, directing students to discuss assignments collaboratively, encouraging students to make assignments more interesting, and providing feedback). The use of IMOWRE scaffolding strategies, methods, and techniques by lecturers is very dependent on student independence, characteristics of material, learning environment, and learning objectives.