This study aimed to determine the improvement in writing skills of science teaching materials for elementary school teachers students through the Project-Based Learning (PjBL) model. This study used a quasi-experimental method with One Group Pretest-Posttest Design using portfolio assessment sheets to write science teaching materials. Data were analyzed using a T-test. This study's subjects were pre-service teacher students who contracted Natural Science Learning courses in the Elementary Teacher Education Program. The study results indicated that PjBL could increase pre-service teachers' skills in developing teaching materials relevant to the 21st-century skills, students' character, and the applicable curriculum. This result is evidenced by the results of the assessment, which increased significantly from 2.04 to 3.25. It is also based on the Wilcoxon test that Asymp.Sig. (2-tailed) 0.05 which is 0.000. It means that there is an influence in the form of an increase in the PjBL model's use of the writing skills of science teaching materials for elementary teacher students. This study recommends that the PjBL model can be used as an alternative learning model to improve the writing skills of teaching materials for students.

Pedagogical competence is the ability to teach the students in the entire learning process. This competence could be seen from three main things that are how the teacher planning, managing and assessing the learning process. professional teacher is based on the teacher's skill, teaching experience, and the teacher's educational background. These three aspects hold an essential role in forming the teachers' pedagogical competence. Different personality and ability among the students require teacher capable fulfilling all students' needs through inclusive setting. This is prominent since inclusive setting become an education standard in all region in Indonesia. Both academic and nonacademic skills of the SWDs students should be met to align it with the aim of inclusive education that is the education for all. The purpose of this research is to know the teacher's pedagogical competence for SWDs students in the inclusive elementary school of Klampis Ngasem 1 Surabaya. This research used a qualitative approach with a descriptive method which describes ten indicators of pedagogical competence of the teachers dealing with the SWDs students in every inclusive class in Klampis Ngasem elementary school 1 Surabaya. The researcher used three types of a qualitative research study of documentation or text, observation, and the interview. Data analysis used is the data reduction, data display, and conclusion. The result showed that the teacher who had a primary education background and teaching experience met the indicators of teacher's pedagogical competence. Evidenced by nine out of ten indicators met in the category one which consists of the teacher with a primary education background and teacher with teaching experience for 21 years. For category two which consist of the teacher who graduated from non-primary education background only fulfilled four out of ten indicators. This research also proves the theory which states the competence of INTRODUCTIONEvery level of education has its national standard of education (Standard Nasional Pendidikan (SNP)) which has to be achieved on a succession of education. One of eight of SNP is standard of teachers; it regulates the competency of the teacher on running the education. In based on the regulation of Indonesian ministry of education no. 16 the year 2007 regarding the standard of academic qualifications and teacher competency article 1 that every teacher should be qualified according to the national standard. Firmly stated that there are four companies the teachers should have the basis of the learning process. The four competencies are pedagogy, personality, professional, and social (article 28 clause 3 government regulation no. 19 the year 2005 regarding the national standard of education).In the regulation no. 14 the year 2005 regarding teachers and lectures, again stated that pedagogy