The problem in studying geometry for students with normal hearing and hearing impairment is that when studying geometry, it does not only require analytical presentations but also visual presentations related to spatial visualization abilities. This problem is getting worse during the pandemic, in which teaching and learning had to be done online. For this reason, it is necessary to have learning media that accommodates the characteristics of hearing impairment students that physiological limitations, and the media must be oriented to visual presentation accompanied by verbal descriptions or sign language so that the material presented is easy to understanding. The research and development model used in this study is the Borg and Gall procedural model which is descriptive and shows systematic steps to produce interactive learning media with augmented reality. The basis for choosing this development model is related to the special characteristics of the Borg and Gall development model, namely developing products to bridge the gap between education research and education practice, as well as emphasizing specific problems related to practical problems in teaching through applied research. Interactive learning media with augmented reality can be said to meet the criteria of validity, practicality, and effectiveness based on the results of testing the feasibility of developing products. The learning media used has also proven to be a solution to the problem of hearing limitations for hearing impairment students and internet accessibility problems, especially the problem of dependence on quotas and networks. So that students become more enthusiastic about learning and have a meaningful learning experience.