The phenomenon of misconception and poor conceptual understanding is a problem that often occurs in science learning, not least in physics learning. Learning models that specifically aim to improve conceptual understanding and remediate misconceptions are not widely available. This study aims to determine the effect of the CCBL model in improving conceptual understanding and remediating misconceptions of students. The method consisted of pretest-posttest control group quasi-experimental design. The sample consisted of 89 students from three groups in the physics department. The research instrument was a static fluid concept test, a type of two-level multiple-choice test, and an open reason answer. Percentage techniques and descriptive narrative were used to obtain the level of understanding of students' concepts. These results indicated that the CCBL model was effective in remediating student misconceptions. The implication of this research is that the CCBL model has the syntax that capable of remediating students' misconceptions, namely: (1) activation of preconceptions and misconceptions; (2) presentation of cognitive conflict; (3) discovery of concepts and equations; and (4) reflection. It is recommended to conduct further research to see the significance of the effectiveness of the CCBL model.