<![CDATA[This study aims to identify the impact of integrating teaching methods based on an automated web-based tool that performs formative assessment within a simulated project-based learning framework with the use of Cisco Packet Tracer and teaching-based activities on the learning of network topology and architecture by students.A quasi-experimental design with the addition of a control group was conducted on 120 11th grade Computer and Network Engineering students at two schools in Kediri, Indonesia. The participants were selected at the grade level because the classes used were entire classes. The achievement test used consisted of 10 multiple choice questions related to fundamentals of networking and network topology, as well as IP address questions. Item-total correlation was at least 0.227 and Cronbach’s alpha was 0.651. The results from independent sample t tests were found to be statistically significant, p = 0.003 , with a mean difference of 9.83 and an effect size of d=0.55. Paired sample t tests also revealed statistically significant (p < 0.001 ) improvements of both groups. The results showed that simulation-supported learning conditions achieved a better outcome compared to existing learning conditions in terms of post-test achievement. This research provides an empirical framework for comparing topology-related simulations that integrate visualization, project-based learning, and automated feedback to established network education vocational simulations. Results should be interpreted based on a purposive class selection, the sampling of two schools, and the use of objective, short written achievement tests.]]>
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