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Geometry becomes a difficult subject for students. The abstract object was one of the factors. Therefore, more concrete learning media were needed. One of them was augmented reality assisted by GeoGebra. The purpose of this study was to determine the ability to understand the geometrical concepts of high school students through augmented reality learning assisted by GeoGebra. Treatment was given to students through learning using GeoGebra-assisted augmented reality. This was a quasi-experimental study with a pre-test post-test control group design. This research instrument was a test of the ability to understand the concept of geometry. The test was used to measure students initial abilities, and this was referred to as a covariate. Also, to measure the ability to understand concepts after students follow augmented reality learning assisted by GeoGebra. Data were analyzed by covariate analysis (ANCOVA). The results of this study were F = Fo (A) = 9,150 with p-value = 0,000 <0,005. That means, there were differences in the average ability to understand the concept of geometry between those taught with augmented reality assisted by GeoGebra and conventional controlled by covariates. Other results show that t = 6.723 with p-value = 0.000 <0.05. This shows that the ability to understand the geometry concepts of students taught with augmented reality assisted by GeoGebra was higher than students who were taught conventionally after controlling for covariates. The conclusion was that the ability to understand the concepts of geometry through GeoGebra-assisted augmented reality learning was better than students taught with ordinary learning.