When students were exposed to cognitive conflict and 5E teaching models, this study looked at the impact of cognitive ability on their conceptual change in the particulate nature of matter in physics. With a sample of 195 first-year upper secondary school students, the study used a quasi-experimental design with non-equivalent groups. The data were collected using the Conceptual Change Test (PNMCCT) and the Test of Logical Thinking (TOLT). Through the process of test-retest utilizing the split-half approach, a reliability coefficient of 0.79 was achieved for PNMCCT, and Cronbach's alpha reliability index of the TOLT was found to be 0.81. The TOLT was used to divide the respondents into three levels of cognitive ability: low, average, and high cognitive capacity. Analysis of variance and analysis of covariance were used to analyze the data. When students were exposed to two conceptual change instructional methods, the results demonstrated that cognitive capacity had a substantial impact on conceptual change. It was suggested that students be encouraged to think critically and rationally about physics issues.