CLIS is a learning model that aims to develop an idea of students about a particular problem in learning and reconstituting the idea they have by observation or experiment. The objective of this research was to investigate the effect of CLIS to science process skills and student learning achievement. This research was quasi experiment and used two classes for the sample, the control class and the experimental class. The learning process in the experimental class used CLIS and the control class used the conventional method (lecture, discussion and demonstration). Based on the analysis, CLIS had no influence to science process skills (p= 0.133). CLIS learning model had a very significant result to the cognitive aspect (p=0.000). However, CLIS had no influence to affective domain (p= 0.775) and psychomotor domain (p= 0.703).